معرفی و دانلود کتاب the effectiveness of task - based teaching of grammar development

معرفی کتاب the effectiveness of task - based teaching of grammar development

کتاب the effectiveness of task - based teaching of grammar development نوشته آسیه ایران نژاد، صادق ستوان، مجتبی دهدار، امیرحمزه ملازهی، به بررسی تأثیر گرامر از طریق آموزش زبان مبتنی بر وظیفه (TBLT) بر مهارت گرامری دانش آموزان دبیرستانی ایران می‌پردازد.

علاوه بر این، پژوهش حاضر به بررسی این که آیا تفاوت بین TBLT و روش آموزش گرامری سنتی مانند GTM وجود دارد یا خیر و نگرش دانشجویان نسبت به TBLT تحلیل می‌شود.

The concept of grammar, whether it should be taught in the classroom and what the best method for grammar instruction have received considerable attention in second language acquisition research. The words of language are arranged with respect to the set of formal patterns in order to convey the meaning of each larger or smaller part and this is what is meant by grammar (Savage, Bitterline & Price, 2010). The grammar-focused method which only involved rules and structure is out of date now. The underlying assumption of such methods is the belief that a language consists of a series of grammatical forms and structures and the focus should be on accuracy and repetition. Such methods do not lead to successful development in using form communicatively. Moreover, fluency is considered to be an indispensable factor in language and grammar learning and teaching. Overall, an approach which covers both accuracy and fluency in grammar teaching and at the same time does not neglect form and meaning is needed (Van Lier, 1988). Such an approach which addresses all this quality is a task-based one

according to Ellis (2003) , the task-based view of language teaching is a response to some of the drawbacks of the traditional Presentation, Practice and Performance (PPP). Many instructors and researchers believe that the mental grammar of learners will improve if they get involved in task-based instruction in order to learn the language. The emphasized elements in task-based syllabus are means and process rather than product (Nunan, 2004)

The present study is to investigate whether teaching grammar through Task-Based Language Teaching (TBLT) has any effect on the grammar proficiency of the Iranian junior high school learners or not. In addition, the present research investigates to see whether there is any significant difference between the TBLT and traditional grammar teaching approach like GTM. Furthermore, the students’ attitude toward TBLT is analyzed

فهرست مطالب کتاب

Chapter One: Introduction
Introduction
Statement of the problem
Significance of the Study
Research Questions and Hypotheses
Definitions of the Key Terms
Overall organization of the study
Chapter Two: Review of the Literature
Introduction
Importance of Grammar Teaching
Implicit vs Explicit grammar
Approaches to History of Grammar
The Classical Method
The Direct Method
The Audio-Lingual Method
The "Designer" Methods of the 0s
Communicative Language Teaching
The Communicative Approach
Communicative Competence
Models of Communicative Competence in English
Strategic Competence
Communicative Language Teaching (CLT) and TBLT
The National Curriculum, Communicative Language Teaching (CLT)
The Origin of TBLT
Definition of Task
Task-Based Language Teaching (TBLT)
Characteristics of Task-based Language Teaching (TBLT)
Rationale for Task-based language teaching (TBLT)
Advantages of Task-Based language Teaching (TBLT)
Components of a Task
Three Stages of Task-Based Language Teaching
The Pre-Task Phase
The During-Task Phase
The Post-Task Phase
Summary
Chapter Three: Methodology
Introduction
Research Design
Participants
Instruments
Grammar Pre - test
Grammar Post - test
Interview
Materials
Procedure of the Study
Data Analysis
Quantitative Data Analysis
Qualitative Data Analysis
Summary
Chapter four: Results and discussion
Overview
Data Representation
Qualitative Analysis of Data
Interview Question
Interview Question
Interview Question
Interview Question
Interview Question
Research Question
Summary
Chapter five: Discussions and conclusion
Overview
Restatement of the research questions
Summary of the findings
Discussion of the findings
Suggestions for further research
Conclusion
References
Appendices
Grammar
Appendix B (post – test)
Appendix C (Interview questions)
Appendix D (sample task)