2008+國小學生英語任務式學習成果發表-JOY3115+(NEW)

2008-10-09 Task-based learning

Topic: The significant difference of TBL framework and PPP framework Introduction According to task-based language learning framework, language should be used in a meaningful and real world context. However typical PPP lesson is more focus on form but TBL is more focus on meaning. The aim of the study is to have better understand of the langue use through the recording of the task to compare the differences with PPP and TBL. The research method is using both qualitative and quantitative methods. The data collection procedures are document collection, recording, observation, interview questions and questionnaires. The finding is TBL improves the communicative ability more significant than PPP procedure.  Task demostration -http://joy3115.wikispaces.com/

2008-10-10 Task-based learning 1. Topic:  A Comparison of Presentation-Practice-Production And Task-Based Learning With Respect To Language Learning for beginners In EFL classrooms A BSTRACT According to task-based language learning framework, language should be used in a meaningful and real world context. However typical PPP approach is more focus on form but TBL is focus on meaning. The aim of the study is to have better understanding of the language use through the recording task to combine both PPP and TBL approach. The research methods are using both qualitative and quantitative. The data collection procedures are recording task, classroom observation, interview questions and questionnaires. The finding is that a combination of the meaning-based approach with teacher presenting highlighting and the form-based approach might prove to be more effective than either of the approaches used alone. Task demostration-http://joy3115.wikispaces.com/ U13 Task of drawing telling Task of interview 2. Topic: A Comparison of Presentation-Practice-Production And Task-Based Learning With Respect To   Language Learning for beginners In EFL classrooms
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ABSTRACT This article reports on a study that tested two ways of teaching English vocabularies in a Taiwan EFL classroom. The first way uses a form-based approach (Presentation-Practice-Presentation) and the second uses a meaning-based approach (Task-Based Learning). In addition, the meaning-based approach is using recording task of highlighting. One employed a teacher-presented form of highlighting and the other a teacher-facilitated form. The language content which the study focuses on is lexical chunks. The results of the study support that a meaning-based approach combined with a teacher-presented form of highlighting promotes language uptake better than either a meaning-based approach with a teacher-facilitated type of highlighting or a form-based approach. It also concludes that the form-based approach best promoted accuracy. Finally, this article makes the point that a combination of the meaning-based approach with teacher presenting highlighting and the form-based approach might prove to be more effective than either of the approaches used alone. ………………………………………………………………………………………….   2008-10-10     Reference Korea Teachers of English to Speakers of Other Languages (Korea TESOL / KOTESOL)