The role of task-supported language teaching in EFL learner’s writing performance and grammar gains
Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigat...
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| Format: | Article |
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Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2012
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| Online Access: | http://journalarticle.ukm.my/4068/ http://journalarticle.ukm.my/4068/ http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf |
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ukm-40682016-12-14T06:35:30Z http://journalarticle.ukm.my/4068/ The role of task-supported language teaching in EFL learner’s writing performance and grammar gains Sadeghi, Karim Fazelijou, Esmaeil Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigate whether task-based oriented activities bear any superiority to that of more traditional ones evident in PPP (Presentation-Practice-Production) model. Twenty eight female pre-intermediate participants studying English in one language school in Urmia, Iran, took part in the study. They participated in ten half-an-hour long sessions of instruction during which they were instructed four structural points: simple past, simple present, present continuous, and ‘There is/There are/How much/How many’ structures. PPP group received their treatment through conventional approach and task-based group, through task-oriented activities. The quantitative analysis performed on the post-test (consisting of a grammar recognition test and a writing activity) suggested that participants in the PPP group did significantly better in the grammar recognition section of the post-test. However, their counterparts in the task group gained better scores in the writing section of the test. Further findings and implications are discussed in the paper. Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM 2012 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf Sadeghi, Karim and Fazelijou, Esmaeil (2012) The role of task-supported language teaching in EFL learner’s writing performance and grammar gains. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 18 (1). pp. 117-127. ISSN 0128-5157 http://www.ukm.my/ppbl/3L/3LHome.html |
| repository_type |
Digital Repository |
| institution_category |
Local University |
| institution |
Universiti Kebangasaan Malaysia |
| building |
UKM Institutional Repository |
| collection |
Online Access |
| language |
English |
| description |
Recent research in SLA advocates the use of task as a useful class activity claiming that task approximates language use in the context of classroom to the way language is used in the real world. Framed under a cognitive framework to task-based language teaching, this study was set out to investigate whether task-based oriented activities bear any superiority to that of more traditional ones evident in PPP (Presentation-Practice-Production) model. Twenty eight female pre-intermediate participants studying English in one language school in Urmia, Iran, took part in the study. They participated in ten half-an-hour long sessions of instruction during which they were instructed four structural points: simple past, simple present, present continuous, and ‘There is/There are/How much/How many’ structures. PPP group received their treatment through conventional approach and task-based group, through task-oriented activities. The quantitative analysis performed on the post-test (consisting of a grammar recognition test and a writing activity) suggested that participants in the PPP group did significantly better in the grammar recognition section of the post-test. However, their counterparts in the task group gained better scores in the writing section of the test. Further findings and implications are discussed in the paper. |
| format |
Article |
| author |
Sadeghi, Karim Fazelijou, Esmaeil |
| spellingShingle |
Sadeghi, Karim Fazelijou, Esmaeil The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| author_facet |
Sadeghi, Karim Fazelijou, Esmaeil |
| author_sort |
Sadeghi, Karim |
| title |
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| title_short |
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| title_full |
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| title_fullStr |
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| title_full_unstemmed |
The role of task-supported language teaching in EFL learner’s writing performance and grammar gains |
| title_sort |
role of task-supported language teaching in efl learner’s writing performance and grammar gains |
| publisher |
Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM |
| publishDate |
2012 |
| url |
http://journalarticle.ukm.my/4068/ http://journalarticle.ukm.my/4068/ http://journalarticle.ukm.my/4068/1/12-Karim%2520Sadeghi%2520et%2520al.pdf |
| first_indexed |
2023-09-18T19:40:32Z |
| last_indexed |
2023-09-18T19:40:32Z |
| _version_ |
1777405560097865728 |