Improving 10th Graders' English Communicative Competence through the Implementation of the Task-Based Learning Approach

Autor/in	Buitrago Campo, Ana Carolina
Titel	Improving 10th Graders' English Communicative Competence through the Implementation of the Task-Based Learning Approach
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 18 (2016) 2, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Grade 10; English (Second Language); Second Language Learning; Action Research; Second Language Instruction; Course Descriptions; Public Schools; High School Students; Coeducation; Units of Study; Thematic Approach; Foreign Countries; Student Needs; Academic Achievement; Communicative Competence (Languages); Teacher Role; Task Analysis; Instructional Effectiveness; Student Surveys; Student Attitudes; Focus Groups; Qualitative Research; Interviews; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Projektforschung; Fremdsprachenunterricht; Kursstrukturplan; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Koedukation; Lerneinheit; Themenzentrierter Unterricht; Ausland; Schulleistung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrerrolle; Aufgabenanalyse; Unterrichtserfolg; Schülerbefragung; Schülerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Kolumbien
Abstract	This article reports the results of an action-research project focused on improving students' communicative competence in English through the task-based learning approach. This study was conducted in a co-educational public school in Medellín (Colombia) with thirty-four tenth graders. Actions implemented include the development of a series of tasks and the definition of four thematic units consistent with the syllabus and students' interests and needs. The results evidence students' significant improvements in their communicative competence in English. Findings also show that implementation of the task-based approach was affected by factors related to the teachers' role and others related to students' performance. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01