Đang chuẩn bị liên kết để tải về tài liệu:
Task - based language teaching in Vietnam: Misunderstandings and suggestions

Đang chuẩn bị nút TẢI XUỐNG, xin hãy chờ

Task-based language teaching (TBLT) has been extensively researched and applied in many education settings due to the belief in its effectiveness in maximizing learners’ language competency. Although this issue is not a new concept in language education, misunderstandings of TBLT do exist, which leads to further misapplications of the pedagogy. | TẠP CHÍ KHOA HỌC ĐẠI HỌC ĐÀ LẠT Tập 7, Số 4, 2017 587–600 587 TASK-BASED LANGUAGE TEACHING IN VIETNAM: MISUNDERSTANDINGS AND SUGGESTIONS Chi Do Naa* a The Faculty of Foreign Languages, Angiang University, Angiang, Vietnam Article history Received: August 14th, 2017 Received in revised form (1st): October 22nd, 2017 | Received in revised form (2nd): November 02nd, 2017 Accepted: November 03rd, 2017 Abstract Task-based language teaching (TBLT) has been extensively researched and applied in many education settings due to the belief in its effectiveness in maximizing learners’ language competency. Although this issue is not a new concept in language education, misunderstandings of TBLT do exist, which leads to further misapplications of the pedagogy. Besides, the reality of teaching and learning may not make TBLT a preferred method. This paper therefore takes as its aims the common misunderstandings when applying TBLT in Vietnamese education settings. The author investigates how TBLT is frequently mistakenly perceived by language educators and provides suggestions on how to design language tasks with specific implications of TBLT in an EFL classroom. Keywords: Misapplications; Misunderstandings; Suggestions; Task-based; Task design. 1. INTRODUCTION Improving learners’ communicative competence is one of the major goals in language education (Barnard & Nguyen, 2010), and appropriate teaching approaches are essentially in need to transmit the language knowledge to learners and to unpack that knowledge for authentic use. Researching teaching methods to achieve that goal, Harshbarger (2002) and Phuong (2016) claim that Presentation - Practice - Production (PPP) is no longer effective since the chances and possibilities to use the target language for communication and negotiation are very limited, which goes against the goals of the Ministry of Education and Training (MOET). Hence, the proposed solution is shifting to Task-based language teaching which is believed to

TAILIEUCHUNG - Chia sẻ tài liệu không giới hạn
Địa chỉ : 444 Hoang Hoa Tham, Hanoi, Viet Nam
Website : tailieuchung.com
Email : tailieuchung20@gmail.com
Tailieuchung.com là thư viện tài liệu trực tuyến, nơi chia sẽ trao đổi hàng triệu tài liệu như luận văn đồ án, sách, giáo trình, đề thi.
Chúng tôi không chịu trách nhiệm liên quan đến các vấn đề bản quyền nội dung tài liệu được thành viên tự nguyện đăng tải lên, nếu phát hiện thấy tài liệu xấu hoặc tài liệu có bản quyền xin hãy email cho chúng tôi.
Đã phát hiện trình chặn quảng cáo AdBlock
Trang web này phụ thuộc vào doanh thu từ số lần hiển thị quảng cáo để tồn tại. Vui lòng tắt trình chặn quảng cáo của bạn hoặc tạm dừng tính năng chặn quảng cáo cho trang web này.