Abstract
The present study investigated the effects of task-based language teaching (TBLT) and learning on non-English-majored graduates’ oral performance through two tasks in a comparative way. There were 65 first-year non-English-majored graduates from Yangtze University participated in this study. In this study, the experimental group was treated under the task-based language teaching (TBLT) instruction and the control group received the treatment of 3Ps instruction through one semester. At the end of the semester, two tasks were used to elicit the participants’ performance. By comparing the experimental effects of task-based language teaching (TBLT) on non-English- majored graduates’ oral performance of accuracy, fluency and complexity with that of 3Ps instruction, results in this study showed that 1) under the task-based language teaching (TBLT) instruction, there was greater accuracy for non-English-majored graduates in oral English performance; 2) under the task-based language teaching (TBLT) conditions, there was greater fluency (fewer repetitions, fewer pauses) in oral English performance; 3) under the task-based language teaching (TBLT) instruction, there was greater complexity (a greater number of words per AS-unit.) in oral English performance. The author drew a conclusion that TBLT methodology was superior to that of 3Ps.
Highlights
Task-based language teaching (TBLT) and learning and emerged in the early 1980s and is currently consideredHow to cite this paper: Lou, Y
According to the results of interviews with non-English-majored graduates in Experimental group (EG), among 33 nonEnglish-majored graduates, 2 subjects in EG said that they did not realize the changes in the aspects of accuracy, fluency and complexity for their oral English under the task-based language teaching (TBLT) methodology
TBLT is a pedagogy premised on the belief that “the most effective way to teach a language is by engaging learners in real language use” through teacher designed tasks that “require learners to use the language for themselves” (Willis & Willis, 2012: p. 1)
Summary
Task-based language teaching (TBLT) and learning and emerged in the early 1980s and is currently consideredHow to cite this paper: Lou, Y. Effects of a Task-Based Approach to Non-English-Majored Graduates’ Oral English Performance. Experiments on task-based language teaching (TBLT) in higher education have sprung up in China. As far as the author knows, task-based learning and teaching has not been fully established in colleges or universities in China and is generally considered—except by younger or more recently trained teachers—to be innovative. Teachers need the evidence of successful examples of the implementation of TBLT to support that TBLT is beneficial to language learners. It is worthwhile studying the effect in colleges or universities, either for a practical rationale in China or for a theoretical justification to enable TBLT to be better understood. Few studies related to TBLT on non-English-majored graduates have been found
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