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Description or Prescription for Task-Based Instruction? A Reply to Littlewood
This short paper analyses a recent proposal by Littlewood (2004) on the task-based approach. Littlewood offers two dimensions, task involvement and task focus, on which to place activities in the language classroom. However, it is argued that, at best, the dimensions might serve for description, but even then they have shortcomings, and are not useful in the discussions on methodological prescription.
Language Learning Style Preferences: A Students Case Study of Shiraz EFL Institutes
This study aimed at investigating the language learning style preferences of Iranian EFL learners, and the degree of teachers’ awareness of them. To this end, two hundred and nineteen language learners (121 males and 98 females) from different levels of instruction and different ages (14-44), studying at two language institutes took part in the study.
A Survey on the Relationship between English Language Proficiency and the Academic Achievement of Iranian EFL Students
One of the most serious problems that Iranian EFL students face in their field of study is their inability to communicate and handle English after graduating from university. This is due to their weaknesses in general English, which influence their academic success.
Rethinking Validity of the L2 Proficiency Concept: Lessons for EIL
There might be considerable consensus on the models of “proficiency†among L2 education specialists but there is currently no empirically validated description. The more fundamental concept of “communicative competence†and an ongoing debate towards a more detailed analysis of communicative activities have overshadowed the concept of “proficiency.â€
Collaborating Together: Linked Intercultural Learning Activities for Undergraduate Japanese and American Students
A sociologist, linguist, and Applied English professor designed a joint curriculum for Japanese students enrolled in an American Society course and for American students registered for a Modern Japanese Society and Culture course. Students collaboratively engaged in a series of short-term linked tasks, conducted in English, related to the topics of dating, weddings, elementary education, and the sempai-kohai relationship.
Discourse Markers in Academic Lectures
With the expansion of English, academic English has established itself a firm position in curricula for all university fields. Consequently, the need for research into the processes underlying academic performance in English has increased. The aim of the present study was to gain insight into the effect of discourse markers on academic listening comprehension of university students in English as a foreign language setting.
Academic Discussion Tasks: A Study of EFL Students’ Perspectives
High level oral and aural language skills are needed to participate with native speakers in class discussions. This study reveals the findings from interview research where the researcher reports on the EFL graduate students’ expressions of the particular difficulties and challenges in their academic programs needed to satisfy the oral skills based academic requirements for both male and female interviewees.
The Influence of Task Based Learning on EFL Classrooms
Increasing learners’ motivation and performance has always been the primary concern of language teachers. The present study adopts an Action Research approach. A new approach, TBL, is applied to a traditional classroom situation with the aim of finding solutions to certain problems such as poor learner motivation.
Three Countries in One Day: Retelling the News
This article reports on the development of a new course for English language majors in a Japanese university. The course was designed to enable students to become self-directed learners and to develop communicative ability and sociolinguistic competence.
Principled Eclecticism in College English Teaching in China
In general, eclecticism in language teaching holds that although no single language teaching method manages to meet all the teaching and learning needs, many methods have valuable insights that should be drawn on. But it has been criticized for its lack of principles.
