Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga

Autor/in	Albino, Gabriel
Titel	Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga
Quelle	In: SAGE Open, 7 (2017) 2, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244017691077
Schlagwörter	Language Fluency; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Task Analysis; Grade 9; High School Students; Case Studies; Grammar; Accuracy; Feedback (Response); Speech Communication; Language Usage; Vocabulary Development; Pictorial Stimuli; Foreign Countries; Audio Equipment; Angola + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Grammatik; Sprachgebrauch; Wortschatzarbeit; Fantasieanregung; Ausland; Audio-CD
Abstract	This study was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners' speeches were audio recorded before and after the teaching, in which recasts and prompts were utilized as feedback tools for 8 weeks. The findings indicated that learners improved in terms of their speaking fluency by maximizing their speed of speech production, increasing grammatical accuracy, elaborating on their utterances, and developing interactional language. Furthermore, learners' opinions on being taught with the TBLT approach were sought, and the findings indicated that the learners felt encouraged to speak, believed in their potentials to use the target language, expanded their vocabulary, and recognized the relevance of the TBLT approach. The implications of the findings are discussed for teaching practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01