Implementation of Task-based Language Teaching in Iran: Theoretical and Practical Considerations

Najjari, Rahim

doi:10.1016/j.sbspro.2014.03.547

Cited by 9 publications

(5 citation statements)

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“…Lack of enough vocabulary and the ability to utter clear sentences are among the concerns that teachers and learners express for the speaking ability. Thus, in the present study, the TBLT approach is tried as a new teaching tool to the Angolan context (Ellis, 2004;Najjari, 2014), to assess how learners can improve their speaking fluency. Learners are asked to describe a picture (Harper, 2002), and their speeches are recorded before and after utilizing the TBLT approach (Ellis, 2009;Long & Crookes, 1992).…”

Section: Improving Speaking Fluency In a Task-based Language Teachingmentioning

confidence: 99%

Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga

Albino

2017

Sage Open

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This study was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners' speeches were audio recorded before and after the teaching, in which recasts and prompts were utilized as feedback tools for 8 weeks. The findings indicated that learners improved in terms of their speaking fluency by maximizing their speed of speech production, increasing grammatical accuracy, elaborating on their utterances, and developing interactional language. Furthermore, learners' opinions on being taught with the TBLT approach were sought, and the findings indicated that the learners felt encouraged to speak, believed in their potentials to use the target language, expanded their vocabulary, and recognized the relevance of the TBLT approach. The implications of the findings are discussed for teaching practice and future research.

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Section: Improving Speaking Fluency In a Task-based Language Teachingmentioning

confidence: 99%

Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga

Albino

2017

Sage Open

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“…Up to now, with the changes in the subjects of language teaching and the overall environment in the society (Huang & Xia, 2013), great numbers of studies related to communicative language teaching have been witnessed in China and other countries, for example, numerous schools and educators have been experimenting tasked-based language teaching, problem-based language teaching, project-based language teaching, computer-assisted language learning etc. Najjari, 2014). We are sure that with the joint efforts domestic and abroad, the English language could be learned more efficiently all over China and all over the world.…”

Section: Discussionmentioning

confidence: 98%

Reflections on Communicative Language Teaching and Its Application in China

Liu

2015

TPLS

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Abstract-The emergence of English as a global language has imposed a profound influence on the methodology of foreign language teaching. Communicative Language Teaching, an influential approach in language teaching, came into being decades ago and later was introduced into China. Nowadays, it has become one of the most important approaches in the field of foreign language teaching worldwide. The present paper discussed the historical and theoretical background of Communicative Language Teaching and its two versions and its main characteristics. After having explored its application in China, directions for future improvement are pointed out.Index Terms-communicative language teaching, historical and theoretical background, application

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“…In contrast, a strong version of TBLT requires a syllabus that meets Ellis' (2003) criteria of task as a language teaching activity. The activity is designed to create opportunities for language learners to complete the task (Prabhu, 1987) while communicatively using the target language (Ellis, 2009;Najjari 2014). Ellis (2003) argues that the task is the central unit of curriculum and lesson plan in strong versions of TBLT.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Teachers’ Experiences on Task-Based Language Teaching: A Narrative Inquiry

2020

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Student Teacher Exchange in Southeast Asia (SEA Teacher) is a project providing opportunity for pre-service teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia. This study presents the experiences of four pre-service English teachers who enrolled in SEA Teacher internship program. The participants were interviewed and the data were analyzed via thematic narrative analysis. Research credibility was enhanced through multiple data sources including interview transcript, lesson plans, and student teachers’ report. The Findings revealed that soft or weak form of task-based language teaching (TBLT) was implemented, varying from those similar to traditional presentation-practice-production (PPP) paradigm, to stronger forms, such as task-supported language teaching. Strong forms of TBLT remained unproven due to students’ linguistic challenge.

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Implementation of Task-based Language Teaching in Iran: Theoretical and Practical Considerations

Cited by 9 publications

References 10 publications

Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga

Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga

Reflections on Communicative Language Teaching and Its Application in China

Student Teachers’ Experiences on Task-Based Language Teaching: A Narrative Inquiry

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