Abstract
Recently task-based language teaching has attracted many researchers’, testers’ and syllabus designers’ attention and consequently a lot of studies are carried out in this field. This study was conducted in the task-based realm too. The main purpose of this study was to investigate the effect of teacher’s presence on learners’ performance in doing task with and without teacher presence. The participants of this were forty (40) EFL intermediate male and female English learners who were chosen randomly. The results of statistical analysis of the collected data revealed that teacher’s presence affected the participants’ oral performance in terms of fluency but not their accuracy and complexity. The findings of this study have implications for language teaching, testing and syllabus design.
Highlights
Task-based language teaching is argued to provide favorable conditions for learning, it focuses on meaning, it enhances learning the second language and this is why it is practiced worldwide it is stated that there isn’t pure practical manifestations of this method yet (Long & Crooks, 1998)
In task-based language teaching and learning the main unit of analysis is task and there have been different studies to examine its role in Second Language Learning (SLL) (Gilabert, 2005, 2007; Rahimpour,1995,1997, 2001, 2002, 2005,2007, 2008, 2010; Robinson, 1995, 2001, 2005) to name a few
The results of this study are in line with Skehan & Foster’s (2001) proposition that ‘prioritization or predisposition seem to orient performance towards one of the three areas [accuracy, fluency, and complexity] theorized to be important, with the result that the other(s) suffers.’
Summary
Task-based language teaching is argued to provide favorable conditions for learning, it focuses on meaning, it enhances learning the second language and this is why it is practiced worldwide it is stated that there isn’t pure practical manifestations of this method yet (Long & Crooks, 1998). In task-based language teaching and learning the main unit of analysis is task and there have been different studies to examine its role in Second Language Learning (SLL) (Gilabert, 2005, 2007; Rahimpour,1995,1997, 2001, 2002, 2005,2007, 2008, 2010; Robinson, 1995, 2001, 2005) to name a few. (Rahimpour, 2010; Bygate, 1996; Yule, et al, 1992).The aim of this paper is to investigate teacher’s presence as a task condition on learners’ performance in terms of accuracy, fluency and complexity There have been some studies investigating this effect but there is still so much work to be done. (Rahimpour, 2010; Bygate, 1996; Yule, et al, 1992).The aim of this paper is to investigate teacher’s presence as a task condition on learners’ performance in terms of accuracy, fluency and complexity
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