The Effect of Task-based Language Teaching on EFL Learners' Reading Comprehension

Subject Areas : Educational Psychology

Reza Kalantari ¹ (پژوهشگر پژوهشگاه مطالعات آموزش و پرورش)
Mahnaz Saeidi ² (استادیار دانشگاه آزاد اسلامی واحد تبریز)

Received: 2016-04-16 Accepted : 2016-04-16 Published : 2009-08-23

Keywords: reading comprehension, communicative competence, Task-based, Language Teaching,

Abstract :

The ability to read in a second language is one of the most important skills required of people in multilingual and international settings. The main Purpose for reading can include reading for comprehension. Emphasis on reading ability of foreign language learners has come to be one of the most important methodological topics in the field of English to speakers of other languages, because it is considered a significant tool in leaning all academic subjects. One of the major problems is Iranian students' unwillingness in involving with reading texts, while most of the English textbooks are reading based in Iran. Reading classes seem boring for students. This is due to teachers' unawareness of making language classes meaningful and therefore enjoyable for students. Task-based language teaching is an effective methodology for improving learners' linguistic and communicative competence. This study has investigated the effect of task-based activities on EFL learners' reading comprehension. In order to accomplish the research, 60 students were chosen from a private Institute. A pre-test including 60 TOFLE questions was given to the participants. According to the pre-test, the participants were divided into two groups, namely experimental and control groups. The experimental group was taught according to the elements of task-based learning but the control group didn't receive such treatment. After 15 sessions a post test was given. Through the analysis of the obtained data, t-test, it was found that there were significant differences between control and experimental group on dependant variable, reading comprehension. 

References:

-   هالاهان، دانیل‌پی و کافمن، جیمزجی (1371)؛ کودکان استثنایی، ترجمه فرهاد ماهر، تهران، رشد، چاپ اول.

-  Alderson, Charles J. & Urquhart, A.H. (1984), Reading in a foreign language. NewYork; Longman.

-  Anderson, L. W. (1989), The effective teacher: Study guide and reading. Random NewYork House.

-  Ellis. R. (2004), Task-based Language Learning and Teaching. OxfordUniversity Press.

-  Nunan. D. (1988), Syllabus Design. OxfordUniversity Press

-  Kirn, E., & Hartmann, P. (2002), Interactions reading. (4th Ed.), Los AngelesCollege: Mc Graw.Hill Contemporary.

-  Nunan, D. (1989), Designing Tasks for the Communicative Classroom. New York: CambridgeUniversity Press.

-  Papalia, A. (1987), Interaction of reader and text. In W. M. Rivers (Ed.), interactive Language Teaching (pp.70-82). Cambridge: CambridgeUniversity Press.

-  Widdowson, H. G. (1990), Aspects of Language Teaching. OxfordUniversity Press.

-  Willis, J. (1996), A Framework for Task-based Learning. London: Longman