In this paper, the Task-based Language Teaching approach and its connection to motivation is explained. In order to gain a better insight into the topic of TBLT and speaking in correlation with motivation, five articles on the topic were chosen and analyzed. Similar, as well as different approaches used in these studies and their results are discussed with a particular focus on implications for teaching. Finally, these approaches and results were critically evaluated in terms of the provided evidence to back them up.
Speaking skills are one of the most vital skills to acquire as an EFL learner and the most useful skill for most of the students’ future. However, traditional language education usually focuses too little on practice and application of the language, especially when it comes to real-world tasks that should be practiced inside the classroom as well (task-based language teaching). Among the key competencies, the most challenging is typically speaking, because of the students’ negative attitude towards it. This is due to different factors, such as not liking the language, anxiety or lack of vocabulary.
Inhaltsverzeichnis (Table of Contents)
- INTRODUCTION.
- TASK-BASED LANGUAGE TEACHING..
- TASK-BASED LANGUAGE TEACHING AND MOTIVATION.
- APPROACHES AND RESULTS IN THE ARTICLES.
- MARK BEDOYA ULLA (2020)...
- HUI WEN CHUA AND CHIA YING LIN (2020).
- OKAMURA AKIKO (2018)
- AFRIA NITA ET AL. (2019) ..
- TUGBA KAMALI ARSLANTAS AND SANIYE TUGBA TOKEL (2018)
- METHOD
- MARK BEDOYA ULLA (2020).....
- HUI WEN CHUA AND CHIA YING LIN (2020)
- OKAMURA AKIKO (2018).
- AFRIA NITA ET AL. (2019).
- TUGBA KAMALI Arslantas and SANIYE TUGBA TOKEL (2018)
- RESULTS
- EVALUATION OF THE ARTICLES' APPROACHES.
- CONCLUSION.......
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper analyzes the effects of Task-based Language Teaching (TBLT) on students' motivation, particularly focusing on the development of speaking skills in English as a Foreign Language (EFL) contexts. The paper explores the connection between TBLT and motivation, examining various approaches and their outcomes through the analysis of five different studies. The paper aims to provide insights into how TBLT fosters a positive learning environment, reduces anxiety, and enhances speaking fluency.
- The impact of TBLT on students' motivation in EFL learning.
- The relationship between TBLT and speaking skills development.
- The role of TBLT in creating a positive learning environment and reducing anxiety.
- The effectiveness of different TBLT approaches in enhancing speaking fluency and accuracy.
- The implications of TBLT for teaching practices and promoting learner motivation.
Zusammenfassung der Kapitel (Chapter Summaries)
The introductory chapter defines and elaborates on the Task-based Language Teaching (TBLT) approach, highlighting its role in promoting real-world language use and its connection to student motivation. The chapter explores the three stages of TBLT: pre-task, task implementation, and language analysis and practice. It further discusses the relationship between TBLT and motivation, citing studies that demonstrate its positive effects on learners' engagement, confidence, and speaking fluency.
The following chapter delves into the various approaches and results presented in five selected studies. The chapter provides a brief overview of the research context, methodology, and findings of each study, focusing on the aspects related to speaking motivation and TBLT implementation.
The methodological section details the specific research methods employed in each of the five studies. This section describes the participants, data collection techniques, and data analysis procedures, providing a comprehensive understanding of the research design and execution.
Schlüsselwörter (Keywords)
Task-based Language Teaching (TBLT), EFL learning, speaking motivation, speaking skills, language anxiety, learning environment, fluency, accuracy, research findings, pedagogical approaches, classroom practices, student engagement, confidence building, empirical studies.
- Citation du texte
- Anonym (Auteur), 2020, Effects of Task-based Language Teaching on the Students' Motivation with a Focus on Speaking, Munich, GRIN Verlag, https://www.grin.com/document/1377731
