The Impact of Task-based Language Teaching on Word Recognition and Early Reading Achievement in Elementary School Students

• Main Authors: Tsai-li Ho, 賀彩利
• Other Authors: 陳淑惠
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/94048019293540785043

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === In traditional EFL (English as a Foreign Language) classroom, the teacher usually adopts Presentation, Practice, and Production (PPP) teaching method. In comparison with PPP method, a number of studies have shown that Task-based language teaching (TBLT) method works better to help reach the teaching goals by engaging students in communicative tasks or task-based activities during implementation. This study aimed to investigate the impact of Task-based Language Teaching on word recognition and early reading achievement in elementary school students. In the study, the goals of the tasks, the content of lesson plans, and the task-based activities were based on the events of students’ living environment, including making a sandwich, making class magazine, and drawing hometown map. This study adopted quasi-experimental method. The subjects were divided into the experimental group (using TBLT) and the control group (using PPP). The former received TBLT teaching method while the latter received PPP teaching method. The performance of the two groups was compared after the experimental period, which lasted for sixteen weeks. Between-group comparison showed that the experimental group performed significantly better than the control group in word recognition and early reading achievement in post-test. Within-group comparison indicated that the performance in word recognition and early reading achievement between pre-test and post-test was significantly better in the experimental group than in the control group. The result revealed that the Task-based Language Teaching method yielded better teaching effects on word recognition and early reading for elementary school students. The data collected from the survey showed that the experimental group’s feedbacks to TBLT was very positive, as reflected from their responses about learning result and learning satisfaction.