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A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice
Fatemeh Ahmadniay Motlagh,
Alireza Sharif Jafari,
Zohreh Yazdani
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
1-11
Received:
31 July 2014
Accepted:
9 August 2014
Published:
24 August 2014
DOI:
10.11648/j.ijll.s.2014020501.11
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Abstract: Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively.
Abstract: Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, sim...
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The Effect of Written Corrective Feedback on EFL Learners' Writing Performance: Explicit vs. Implicit
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
12-17
Received:
31 July 2014
Accepted:
9 August 2014
Published:
24 August 2014
DOI:
10.11648/j.ijll.s.2014020501.12
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Abstract: The effectiveness of written corrective feedback has gained much interest among second language acquisition researchers since Truscott’s (1996) argument that grammar correction in L2 writing classes should be abandoned. In spite of the large body of research, there seems to be no unified agreement on the effectiveness of written corrective feedback on L2 learners' written performance. The present study seeks to investigate whether there is any positive effect of giving explicit or implicit written corrective feedback on 20 intermediate L2 learners’ ability to write in English by giving them three writing tasks: a pre-test, an immediate post-test and a delayed post-test. The participants performed on a written task, then, half of the learners received explicit feedback which means that the correct form of specific structures was provided and the other half received implicit feedback which means that the erroneous form was underlined with no correction. Two weeks later they were asked to write another essay in which the rubrics made them use the same forms, namely past tense and definite/indefinite article. A month later, the delayed post-test was conducted on a similar topic. Based on the results of mixed between-within ANOVA analysis, the students writing ability in using past tense and article use on the immediate post-test outperformed that of the pre-test. The effect was also long lasting since their performance on the delayed post-test showed an increase in the learners’ writing ability in the specified structures and this effect retained in their memory for one month. There was no statistically significant difference between the implicit and explicit group on their correct use of the specified structures.
Abstract: The effectiveness of written corrective feedback has gained much interest among second language acquisition researchers since Truscott’s (1996) argument that grammar correction in L2 writing classes should be abandoned. In spite of the large body of research, there seems to be no unified agreement on the effectiveness of written corrective feedback...
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Exploring the Roles of Integrative and Instrumental Motivation on English Language Acquisition among Iranian Medical and Dentistry Students
Zahra Hashemi,
Maryam Hadavi
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
18-23
Received:
21 June 2014
Accepted:
5 August 2014
Published:
2 September 2014
DOI:
10.11648/j.ijll.s.2014020501.13
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Abstract: Motivation is an important aspect of language acquisition. This study was devised to determine the motivational orientations of medical and dentistry students at Rafsanjan University of Medical Sciences (RUMS) in English language acquisition. In this cross- descriptive study, 200 students of the dentistry and medical schools were chosen by census sampling method in 2009. The data gathering method was the integrative and instrumental motivation scale of Gardner, which was adapted to a 5 point likert's scale ranging from strongly disagree (1) to disagree (2), neutral (3), agree (4) and strongly agree (5). The questions of 1-12 indicated the integrative and 13-25 indicated the instrumentality motivation. Two open ended question were included to measure language self efficacy of the students to rate their own English proficiency level and elicit qualitative information to see whether there has been any change in the level of their motivation. The data were analyzed, using SPSS14, t test and Chi square: The results indicated that the students were highly motivated to learn English and there was no statistically significant differences on instrumental versus integrative motivational orientations of these students (p=0.07). This study indicated high motivation for learning English among the medical and dentistry students at RUMS. Considering the importance of learning English for the students, language teachers and program developers should assist the students and plan better and comprehensive programs for teaching English at the university level which would include involving the students in the actual use of the English language.
Abstract: Motivation is an important aspect of language acquisition. This study was devised to determine the motivational orientations of medical and dentistry students at Rafsanjan University of Medical Sciences (RUMS) in English language acquisition. In this cross- descriptive study, 200 students of the dentistry and medical schools were chosen by census s...
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Intelligence Profile of Iranian Domestically Designed and Published ELT Textbooks and Students’ Multiple Intelligences
Yoones Taaseh,
Ahmadreza Mohebbi,
Farzane Mirzaei
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
24-31
Received:
29 June 2014
Accepted:
5 August 2014
Published:
5 September 2014
DOI:
10.11648/j.ijll.s.2014020501.14
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Abstract: Theory of multiple Intelligences introduced by Howard Gardner (1983) is one of the most significant recent reforms in education which has been embraced enthusiastically by educationalists, curriculum developers, lesson planners, teachers and textbook designers. The main purpose of this study is to investigate domestically designed and published ELT textbooks in the light of multiple intelligences theory. Three textbooks (grade 1,2 &3) utilized in senior high school of Iranian educational system were analyzed using multiple intelligence checklist developed by B.M, de Rozario (2003). The secondary aim of this study is to probe students’ preferred intelligences regarding diverse sorts of intelligences provided in the textbooks. To this end, 314 senior high school students participated in the study. The results of the study showed that verbal/linguistic and visual/spatial were the most predominant intelligences followed by logical/mathematical, interpersonal and intrapersonal in much lower ratios. Bodily/ kinesthetic, musical and naturalistic intelligences were not found in any percent. Students’ intelligence profiles were far from textbooks representations including all kinds of intelligences in varying degrees. Pedagogical implication and suggestion are presented in the end.
Abstract: Theory of multiple Intelligences introduced by Howard Gardner (1983) is one of the most significant recent reforms in education which has been embraced enthusiastically by educationalists, curriculum developers, lesson planners, teachers and textbook designers. The main purpose of this study is to investigate domestically designed and published ELT...
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Review of Computer-Assisted Language Learning: History, Merits & Barriers
Dara Tafazoli,
Niloofar Golshan
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
32-38
Received:
26 August 2014
Accepted:
29 August 2014
Published:
5 September 2014
DOI:
10.11648/j.ijll.s.2014020501.15
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Abstract: With the rapid development of technology, more and more language teachers and learners are eager to use technologies such as computer and the Internet for language learning and teaching. Undoubtedly, the use of technology in education has a positive effect on the achievements of language learners, but it is a necessity to consider all aspects of this application – barriers. This paper provides an overview of the broad information regarding Computer-Assisted Language Learning (CALL). The focus of the review is on history, typology, phases, merits and barriers of this innovation in language teaching and learning.
Abstract: With the rapid development of technology, more and more language teachers and learners are eager to use technologies such as computer and the Internet for language learning and teaching. Undoubtedly, the use of technology in education has a positive effect on the achievements of language learners, but it is a necessity to consider all aspects of th...
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Promoting Cross-Culturalism in the EFL Context: A Teacher’s Perspective
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
39-46
Received:
29 July 2014
Accepted:
28 August 2014
Published:
22 November 2014
DOI:
10.11648/j.ijll.s.2014020501.16
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Abstract: Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and exposure to diversified cultures within the EFL context, cross-cultural learning is explained as a major component that must be facilitated by Native English Teachers (NETs). NETs are noted as key sources to promoting cross-cultural learning and helping students gain cultural awareness through cross-cultural interaction. Cross-cultural competency is mentioned as a learning process that can be attained through consistent exposure and interaction with a dissimilar culture. It is suggested that NETs incorporate interactive lessons aimed to incite cultural awareness, promote cross-cultural learning, and enhance cross-cultural competency, as a means of fostering growth and helping students quickly adapt to environments that are culturally differentiated. The implementation of assessing student cross-cultural competency levels based upon interactions with NETs is highly recommended. Cross-cultural assessments that are created based upon interactions between the student and NETs are highlighted as an essential element to solidifying cross-cultural competency. Cross-cultural assessments are also noted as a consequential component that is often overlooked or disregarded as trivial within the EFL context. The implications for teaching cross-culturalism in the EFL classroom are essentialized, along with the ramifications of cross-cultural assessments.
Abstract: Promoting cross-culturalism in the EFL context is imperative in today’s global society. EFL teachers should be prepared not only to raise cultural awareness and promote cross-cultural learning, but also to develop tools that evaluate cross-cultural competency and analyze student attitudes toward cross-culturalism. Due to a lack of interaction and e...
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Code Switching as a Robust Catalyst; a Useful Way to Become a More Strategic Language User
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
47-55
Received:
22 June 2014
Accepted:
5 August 2014
Published:
1 February 2015
DOI:
10.11648/j.ijll.s.2014020501.17
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Abstract: Code switching, or as sometimes is spelled code-mixing (Muysken, 2000), is a widely observed phenomenon especially seen in multilingual and multicultural communities. In ELT classrooms, code switching comes into use either in the teachers’ or the students’ discourse. Although it is not favored by many educators, one should have at least an understanding of the functions of switching between the native language and the foreign language and its underlying reasons. In this paper, it will be tried to clearly provide some basic definitions, elements, functions and classifications of code switching in different fields and disciplines and finally to come up with a general understanding as well as practical applications and uses of this pragmatic tool. This understanding will provide language teachers with a heightened awareness of its use in classroom discourse and will obviously lead to better of instruction by either eliminating it or dominating its use during the foreign language instruction.
Abstract: Code switching, or as sometimes is spelled code-mixing (Muysken, 2000), is a widely observed phenomenon especially seen in multilingual and multicultural communities. In ELT classrooms, code switching comes into use either in the teachers’ or the students’ discourse. Although it is not favored by many educators, one should have at least an understa...
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Marginalized Labeling: An Evaluation of English Speaking Africans Classified as ESL Students
Issue:
Volume 2, Issue 5-1, October 2014
Pages:
56-62
Received:
4 July 2014
Accepted:
5 August 2014
Published:
1 February 2015
DOI:
10.11648/j.ijll.s.2014020501.18
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Abstract: How should we view African students whose first language is English and their mother tongue? Should English speaking African students be placed in an ESL classroom with students whose English is not as proficient as theirs? This paper examines the essays of Nigerian students placed in an ESL class to determine if they are scholastically capable of opting out of the ESL classes required for international students. It also reflects on the classification system for English speaking Africans and their viewpoints on the use of the English language.
Abstract: How should we view African students whose first language is English and their mother tongue? Should English speaking African students be placed in an ESL classroom with students whose English is not as proficient as theirs? This paper examines the essays of Nigerian students placed in an ESL class to determine if they are scholastically capable of ...
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