Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching

Autor/in	Saraç, Hatice Sezgi
Titel	Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching
Quelle	In: College Quarterly, 21 (2018) 1, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Teaching Methods; Grammar; Task Analysis; College Students; Writing Instruction; Experimental Groups; Evaluation Criteria; English (Second Language); Second Language Learning; Second Language Instruction; Statistical Analysis; Foreign Countries; Student Evaluation; Control Groups; Efficiency; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Aufgabenanalyse; Collegestudent; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Statistische Analyse; Ausland; Schulnote; Studentische Bewertung; Effectiveness; Effektivität; Wirkungsgrad; Türkei
Abstract	In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation criteria. Nevertheless, these two groups differed only in the in-class teaching procedures, which were task-based in one group and formal and explicit in the other one. According to the results, the experimental group who had task-based instruction on contextual grammar outperformed the group of learners who received formal grammar instruction. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01