Task-based Language Teaching

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Multimedia technologies and online task-based foreign language teaching-learning

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student- centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.info:eu-repo/semantics/publishedVersio

The Effectiveness of Communicative Language Teaching, Task-Based Language Teaching and Cooperative Learning Approach in Teaching Speaking at Cokroaminoto University of Palopo

This study aims at finding out which is more effective between (1) Communicative Language Teaching and Cooperative Learning Approach, (2) Task-Based Language Teaching and Cooperative Learning Approach, (3) Communicative Language Teaching and Task-Based Language Teaching and (4) the most effective among Communicative Language Teaching, Task-Based Language Teaching and Cooperative Learning Approach in teaching speaking at Cokroaminoto University of Palopo. This study is quasi experiment with non-equivalent control group design. The population was all semester 5 students of Cokroaminoto University of Palopo, academic year 2013/2014. The sample was selected 3 classes using simple cluster random sampling and each class was selected 25 students. The students of experimental class 1 were taught using Communicative Language Teaching, the students of Experimental class 2 were taught using Task-Based Language Teaching, and the students of Control class were taught using Cooperative Learning Approach. The technique of collecting data used was non-test (rating scale of assessing speaking). Technique of data analysis used was one-way ANOVA followed by Scheffe test with SPSS 17.0 for windows. The result of the study shows that there is a significant difference of effectiveness among the use of Communicative Language Teaching, Task-Based Language Teaching, and Cooperative Learning Approach in teaching speaking, in which the value of sig(p) < 0.05 (0.000<0.05). The result of Scheffe test shows that (1) Communicative Language Teaching is more effective than Cooperative Learning Approach in teaching speaking, with the value of mean difference = 10.08920, (2) Task-Based Language Teaching is more effective than Cooperative Learning Approach in teaching speaking, with the value mean difference = 19.42360, (3) Task-Based Language Teaching is more effective than Communicative Language Teaching in teaching speaking, with the value of mean difference = 9.33440 and (4) Task-Based Language Teaching is the most effective of the three learning approaches researched

Focus on Form in Task-based Language Teaching

Given adequate opportunities, older children, adolescents, and adults can and do leam much of an L2 grammar incidentally, which focusing on meaning, or communication. Research shows, however, that a focus on meaning alone (a) is insufficient to achieve full native-like competence, and (b) can be improved upon, in terms of both rate and ultimate attainment, by periodic anention to language as object. ln crassroom settings, this is best achieved not by a retum to discrete-point grammar teaching, or what I call focus on forms, where classes spend most of their time working on isolated linguistic structures in a sequence predetermined externally by a syllabus designer or textbook writer. Rather during an otherwise meaning-focused lesson, and using a variety of pedagogic procedures, learnens' attention is briefly shifted to linguistic code features, in context, when students experience problems as they work on communicative task, i.e., in a sequence determined by their own internal syllabuses, current processing capacity, and learnability constraints. This is what I call focus on form. Focus on form is one of several methodological principles in Task-Based Language Teaching

The role of task repetition in L2 acquisition

The use of tasks in language teaching has been demonstrated to be beneficial as it provides learners with the opportunity to develop their interlanguage by means of conversational interaction. However, as tasks are meaning-based activities, task-based language teaching has been criticized for disregarding the formal aspects of language. Recent research on second language acquisition has included variables in task design which allow learners enrolled in communicative language learning courses to develop both meaning and form in their second language (L2). Task repetition, which consists in the repetition of the same or slightly altered task at intervals of time, is one of these variables and the focus of the present paper. The aim of the paper is to show, from a theoretical and empirical perspective, that task repetition encourages learners to focus on the form of their speech and thus, to develop their L2 in terms of overall proficiency, complexity, accuracy, and fluency among others. This will be done by summarizing the most important research on the effects of task repetition in second language acquisition in different settings (second language vs. foreign language contexts) and with different participants (adult learners and child learners). Furthermore, and in order to offer the reader a full picture of the role of task repetition in language learning, the paper presents some interesting emerging research lines on the topic, such as the application of task repetition to writing tasks, individual differences and the relationship between task repetition and working memory capacity, and, finally, learners’ and teachers’ perceptions. As will be shown, the findings reported in these studies support the freeing-up effect of task repetition and, thus, that task repetition facilitates L2 acquisition. In view of these results, one could recommend that task repetition be included among the activities used in language classrooms, especially in task-based language teaching contexts

Enabling conditions for professional development of te reo Māori teachers

The paper outlines a professional development programme for secondary school teachers of te reo Māori (under the auspices of Te Hiringa i te Mahara) conducted by a language teacher educator and an expert in Māori bilingualism and biliteracy. While the principles underpinning the programme reflect a strong task-based orientation, the programme approached development needs for the teachers from the point of view of understanding “enabling conditions” (Franken, Rau, Ngata & Parata, n.d.) for effective language learning and teaching (see also Ellis, 2005), rather than understanding task based learning and teaching per se. The programme drew on the current practices of the teachers and made use of epistemology of Māori language and Māori language learning. The paper presents observations from monitoring data collected during the programme supporting the claim that such an approach to the professional development of language teachers promotes a strong knowledge base and pedagogical reasoning skills (Richards, 1998), and in particular for te reo Māori teachers, fosters a sense of their own professional identity

The Effect of Task Base Language Teaching (TBLT) on Tertiary ESOL Learners' Academic Writing Achievement

The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners' academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners' writing achievement compared to Classical Method (CM) of teaching