The Impact of Task-Based Instruction Program on Fostering ESL Learners' Speaking Ability: A Cognitive Approach

Autor/inn/en	Mohammadipour, Mohammad; Rashid, Sabariah Md.
Titel	The Impact of Task-Based Instruction Program on Fostering ESL Learners' Speaking Ability: A Cognitive Approach
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 2, S.113-126 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Language Tests; Undergraduate Students; Interlanguage; Accuracy; Grammar; State Universities; Experimental Groups; Pretests Posttests; Program Effectiveness; Foreign Countries; Communicative Competence (Languages); Control Groups; Statistical Analysis; Consciousness Raising; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Zielsprache; Grammatik; Staatliche Universität; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Statistische Analyse; Bewusstseinsbildung
Abstract	Adopting a direct approach to contrive sufficient focus on form (accuracy) would facilitate interlanguage development without decreasing the naturalness of communication that communicative tasks can generate. This study aimed to determine the effectiveness of a proposed task-based instruction programme within a cognitive approach in fostering overall speaking proficiency of undergraduate students. 72 students from several public universities participated in the study, which employed an experimental design. The students of the experimental group received training through the proposed task-based instruction programme for three months while those in the control group received regular instruction. The preliminary English Test (PET) was administered as a pre- and post-test measure of speaking proficiency. Findings of the study showed a significant improvement in the overall speaking proficiency of the students who were exposed to the proposed programme. The findings suggest the potential of the task-based programme in enhancing undergraduate students' overall speaking proficiency. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01