Task-based Language Teaching in L۲ English Writing Classrooms: Insights from Chinese Senior Secondary Schools
محل انتشار: فصلنامه آموزش و پژوهش زبان، دوره: 8، شماره: 33
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 172
فایل این مقاله در 18 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_JFL-8-33_001
تاریخ نمایه سازی: 9 مرداد 1400
چکیده مقاله:
There is little research on the task-based teaching approach in senior secondary L۲ English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain of secondary schools in small cities. First, the researcher surveyed six EFL senior secondary teachers of different teaching experiences in China by convenient and purposive sampling to get background information, then had semi-structured interviews with them individually. To followed the interviews, the researcher surveyed ۱۴۸ students via an online questionnaire also by convenient and purposive sampling. Findings indicated that, although most teachers acknowledged the usefulness of TBLT, they regarded it unsuitable and unfeasible in the context of Chinese senior secondary L۲ writing classrooms. Also, students in the study ranked clear instruction and vocabulary increase as the first two contributors in improving their L۲ English writing. But half of all students also valued an interesting writing classroom and took it as a third facilitator to develop their writing. Besides, adaptations were suggested to include professional task design, teacher discussion, reward mechanism and teacher profession development. In the future, further research is needed to examine the findings in this study, generalizing them to different contexts, ages and domains, and exploring teachers’ individual differences and their choice of teaching approaches.
کلیدواژه ها:
Task-Based Language Teaching (TBLT) ، L۲ writing teaching approach ، Chinese secondary teachers of English ، a mixed methods study ، teaching theory and practice
نویسندگان
Miner Chen
English Department, University of Reading, China
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :