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Task-Based Language Teaching advantage
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Regarding the immense significance of speaking to the learners, teachers have tried to employ unusual techniques and teaching procedures to assist learners master this skill, one of which is task-based language teaching (TBLT). Various investigators stress the significance of task-based approaches over communicative instruction in which teachers and learners feel freer to discover their own practices to exploit communicative effectiveness (Gass& Crookes, 1993; cited in Skehan, 1996). Task-based L2 performance is an attractive subject in itself and requires more experiential examination, but as tasks are extensively employed in language teaching methods and also language examination, knowing more about their efficacy could have convenient worth (Tavakoli& Foster, 2008).
2.4.3. Importance of Learning Oral Skills as Practical Issues in FL/ SL
Today, English is used by millions of peopleforseveral communicative functions across the countries. English seems to
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This study explores the importance of learning English and improving learners' speaking abilities. In order, the educators of distinctive countries decided to integrate and exploit listening and speaking skills as a complement inside grammar and as a way of improving the English level of our students through a series of motivating activities and techniques suggested.
Speaking is one of the most difficult skills language learners have to face. In spite of this, educators and teachers of English have spent all our classroom time attempting to teach our learners how to write, to read and sometimes even to listen in a second language because grammar has a long written tradition (Bueno, Madrid &Mclaren, 2006). Most of the teacher’s attempt was to expanding the approaches which could improve learners’ speaking
Sekelj and Rigo (2011) stated that there are three phases of learning the English language. The first phase is the pupils of Year 1 to Year 4, where in this phase, pupils are preferably do a lot of mechanical drilling and practicing some patterns of grammatical features which occur in the context of dialogue that are related to their real-life without any metalinguistic explanation in order to allow them to participate orally and physically as much as possible in dialogues, role playing and dramatizing. It is because, in this stage, it is important to make them conscious of their progress and increasing their motivation to use the language. Teacher should use a variety of activities to teach grammar such as by using songs, riddles, games and stories because it could be very helpful and an efficient ways in teaching grammar as what had suggested by Long (2000) where this FonF approach is effective because it is learner-centered and tune to the learners’ internal syllabus. According to Sekelj and Rigo (2011), Vilke (1977) said that, at the early age, the unconscious acquisition process is superior to the learning one due to the child’s cognitive development. Next, the second phase is Year 5 to Year 6 where in this stage, grammar start to be taught explicitly but with simple and clear explanation and awareness of accuracy of grammar structure should be
... ways and with many different methods, all of them have a different effect, good or bad, on different learners. But as soon as the learners see the point of learning this the biggest obstacle is out of the way and give the opportunity for many types of fun and educational assignments that ultimately learn the learner to communicate at it’s best. Which is the goal every language teacher should be striving to achieve.
Tongco, as cited by Prejoles (1997), stressed in her study that the different complications in oral communication continue to give challenges not just only to the students but also to the English language teachers over the past few years, so that teachers find ways on how to enhance the oral communication competence of their students and how to make language teaching more pertinent and more effective.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
It is extensively being used in global communication, business dealings, internet, political negotiation, entertainment, tourism literature et al. As Crysal illustrates in his book, a language achieves a global status, when it is made an official language or the country’s official foreign teaching are done primarily in that language, even if it hasn’t attained an official status. English has been made an official language in India, Singapore, Malta, Indonesia etc. In the field of science and technology, English is employed mainly as the sole language of communication. For instance, English is used in technological and scientific diaspora in 80-85% cases. He states that according to data in 1987, almost half of the academic papers published each year are in English. For a more comprehensive understanding of the paper, it is imperative to consider the classification of English speakers across the
English as a foreign language is relatively an easy language to learn. It is simple and quick for most learners to reach intermediate level, as the basic grammatical structures are direct, and the vocabulary is simple and often has traces in students’ first languages and this is one of the reasons why English has become popular language and extended to be a common language among most countries all over the world. However, when students move to a higher level, it becomes quite difficult. Hinofotis and Baily (1980, pp. 124-125) notes that “up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation”, not vocabulary or grammar.
I have made an attempt to explore a relatively untreated arena of English Language Teaching in India. The long association of Indians and English has proved an advantage for the Indian youth. In the current globalized world, oral communication skills have gained importance. Learning language is not difficult for the Indian learners who have a multi-linguistic background. However, this background causes a difficulty which is reflected in their oral communication. While the written skills are more or less uniform, as they are acquired from books, the oral communicative behavior is diversified. This can be attributed to the absence of a conducible atmosphere to teach/learn Spoken English.
Many of us are searching for methods that would help to improve English, because we understand that the language says a lot about a person, and thus will be an indicator of education and character. Competent speech is a clear indicator of how diligent people, as far as he respects himself and others, as far as he is intelligent. Good language plays a very important role when we want to get a job, go to our friends and family.
Rothenberg, C., & Fisher, D. (2007). Teaching English language learners: A different approach. New York: Pearson.
The main purpose of using speaking tasks is to provide learners with opportunities to practice their speaking so that they can achieve greater fluency. Three types of speaking tasks that make different demands on learners’ skills and linguistic knowledge are:
Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. Playing a game, solving a problem or sharing information or
Over the years English inarguably has reached a status of a global language and commonly is characterized as a lingua franca. It has become the language that is spoken by millions of people all over the world; as the mother tongue, as the language used for international communication and as the language learned in the millions of schools.
THE LITERATURE REVIEW I. Introduction English is the third most widespread native language in the world, and is the second most widely learned language, including Vietnam. Therefore, learning English to communicate with foreigners is becoming more and more popular and important for students. With the aim of studying the difficulties of first year students in learning communication English, the researcher has focused on two basic concepts of communication English in this part. Next, other research which classified learning and speaking skills will be mentioned to have comprehensive understanding. This chapter will discuss the difficulties of first year students in learning English communication.
With the emergence of CLT and TBLT in the language teaching field, the importance of both task and task design have increased. It seems that L2 teachers should be able to design appropriate tasks to promote learners’ achievement. It is one of teachers’ duties to offer the lesson to the learners in an appropriate sequence. A lesson consists of different tasks and activities and “the basic building block of a lesson is the activity or task” (Scrivener, 2011, p.37)
It is estimated that about a billion people in the world use English either as their native, second or foreign language. English is used in over 70 countries as an official