Effects of Task-Based Language Teaching (TBLT) Approach and Language Assessment on Students' Competences in Intensive Reading Course

Autor/inn/en	Chen, Shijun; Wang, Jing
Titel	Effects of Task-Based Language Teaching (TBLT) Approach and Language Assessment on Students' Competences in Intensive Reading Course
Quelle	In: English Language Teaching, 12 (2019) 3, S.119-138 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Teaching Methods; Foreign Countries; Communication Skills; Guidelines; Reading Instruction; Higher Education; Oral Language; Writing (Composition); Undergraduate Students; Majors (Students); Learning Processes; Language Proficiency; Peer Evaluation; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kommunikationsstil; Richtlinien; Leseunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Oral interpretation; Mündlicher Sprachgebrauch; Schreibübung; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz
Abstract	Task-based language teaching on the purpose of enhancing students' communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher's own teaching practice to explore positive impacts on students' competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students' competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01