Comparing the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Azadeh Rahmani
1
(Alborz Non-profit University)
Mohammad Alavi
2
(Alborz Non-profit University)
الکلمات المفتاحية: culture, TBLT, CBLT, speaking proficiency,
ملخص المقالة :
This research was designed to compare the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement. Two groups of participants, i. e. the experimental and control groups, were used in this study. In the experimental group, task-based instruction for 20 intermediate students and in the control group content-based instruction for 20 intermediate students were used as a methods of the class. At the beginning of the course, TOEFL speaking test from TOEFL Test Preparation was used as the pre-test for both groups and then the experimental and control groups received seven sessions of treatment. In each session the experimental group worked on one cultural-laden topic. The focus of a CBI lesson is on the topic or subject matter. After 7 sessions, a post-test speaking test was given to students to compare their improvement of speaking ability. According statistical analysis, it was observed that progress has been seen in both groups. But TBLT class has had better performance than CBLT class.
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