The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students.
The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students.
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任务型语言教学对英语初中生动机和语法成绩的影响。
DOI：
10.7575/aiac.alls.v.8n.2p.243
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
A. Pazhakh
中科院分区：
文献类型：
--
作者：
Islam NamazianDost;Ghassem Bohloulzadeh;A. Pazhakh
本研究旨在探讨任务型语言教学对阿瓦士地区初中生英语学习动机和语法成绩的影响。为了完成研究的目的，我们对100名初中生进行了同质性测试（牛津快速分班测试），最终选择了80名参与者。然后将其分为对照组和实验组两组。在开始治疗前，对两组学生进行了一项有效的教师编写的语法测试，测试内容包括两组学生应该学习的内容。此外，在研究开始和结束时，两组都获得了一份动机问卷。实验组采用任务型语言教学的方式进行语法教学，对照组采用传统教学方式进行语法教学，即教师提出的例题教学和练习教学。治疗12个疗程后，两组接受相同的教师语法测试作为后测。数据分析采用配对样本和独立样本t检验。结果表明，实验组的表现明显优于对照组。总的来说，实验组的表现优于对照组。此外，动机问卷的结果显示，在问卷的后测中，实验组和对照组的动机存在显著差异，这意味着实验组的动机显著增加。结果表明，任务型语言教学可以在英语课堂中使用，以培养伊朗英语学习者的语法能力。
This research sought to investigate the effect of the effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. Before starting the treatment, a validated teacher-made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre-test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task-based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher-made grammar test as posttest. Data were analyzed by Paired and Independent Samples t-test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post-test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task-based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.
影响因子：
4.1
作者：
Z. Dörnyei
通讯作者：
Z. Dörnyei
语言学习策略
DOI：
--
发表时间：
1990
期刊：
影响因子：
--
作者：
Oxford;R.
通讯作者：
R.