This presentation introduces to the audience the outcome of a study that compares the Task-based Language Teaching (TBLT) approach and the Traditional Form-Focused approach when embedded within an Intensive English language learning programme for university students (IELP). It attempts to detect which of the two teaching approaches can be considered as both engaging and applicable for students enrolled in an Intensive English Language Programme (IELP) in one of the American universities in the Middle East. Its rationale investigates whether students acquire the target language in a communicative class that contains tasks situated within a natural context for language learning or if students require traditional form focused classes, in which the focus is primarily on grammar instruction alongside vocabulary lists. The research study attempts to compare the two approaches through its presentation of two teaching models. The first model follows a process syllabus that focuses on the negotiation of meaning (TBLT), and the second model follows a functional-notional syllabus which focuses on teaching English language forms (known as “P-P-P”); which stands for “present”, “produce” and “practice”. The study was originated to answer specific questions concerning the implementation of both Task-based language approach and traditional form focused approach in the IELP language programme in the university. The questions were as follows:
• Can the (IELP) students learn to communicate better if more TBLT exercises were applied in the language programme?
• Can (IELP) students learn the grammar points through TBLT lessons?
• Can (IELP) students achieve better if taught any language points through TBLT classes?
• Will the students in the PPP class score better than the students in the TBLT class?
• The IELP students are used to be taught the language through traditional form focused approach, how can introducing another teaching approach affect their results?
Sally Kondos, American University in Dubai, United Arab Emirates
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
The full paper is not available for this title