THE EFFECTS OF TASK-BASED LANGUAGE TEACHING (TBLT) ON READING COMPREHENSION IN EFL CLASSES / Nadia Mohamed Ben Amer; Supervisor: Prof. Dr. Özcan Demirel

Yazar: Katkıda bulunan(lar):Dil: İngilizce 2021Tanım: 132 sheets; 31 cm. Includes CDİçerik türü:
  • text
Ortam türü:
  • unmediated
Taşıyıcı türü:
  • volume
Konu(lar): Tez notu: Thesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department Özet: ABSTRACT The ultimate goal of the current study was to investigate the effectiveness of Task- Based Language Teaching Instruction on Reading Comprehension for EFL higher level learners at Cyprus international University and Akdeniz Karpaz University. The subjects of this study were 40 pre-intermediate level who were randomly selected and assigned into two groups of the study. The tools used in this study were the pre-test and post-test Reading test, A checklist for Instructors’ approaches whether they use Task-Based Language Teaching in their classes or not. Opening-close interview for assessment. The frame work of Task-based Instruction in Reading comprehension was administrated to the experimental group in the first term of the academic year 2017. Results indicated that TBLT approach was more compelling than past conventional procedures. TBLT is more compelling than open technique in showing perusing perception all in all and in EFL perusing specifically. TBLT adds more particular perspectives to the top-down hypothesis of perusing by its total the errand cycle. It completely causes students how to produce more thoughts, initiates their schemata and foundation information, rouses understudies and urges them to peruse fluidly without need to worry on semantic highlights. TBLT is successful in showing perusing appreciation to the elevated level. TBLT follows the standards of agreeable learning. Both agreeable and community oriented learning are important for the errand based language encouraging that can be guided students toward more significant and intuitive utilization of language in a certifiable setting. TBLT method emphasizes that the teacher should integrate reading comprehension with other skills such as writing, listening and speaking. Reading cannot be taught separately from the other language skills. Teachers must be used task-based method for all language skills. Recommendations and suggestions for further studies were provided.
Materyal türü: Thesis
Mevcut
Materyal türü Geçerli Kütüphane Koleksiyon Yer Numarası Durum Notlar İade tarihi Barkod Materyal Ayırtmaları
Thesis Thesis CIU LIBRARY Tez Koleksiyonu Tez Koleksiyonu D 281 A44 2021 (Rafa gözat(Aşağıda açılır)) Kullanılabilir English Language Teaching T2549
Suppl. CD Suppl. CD CIU LIBRARY Görsel İşitsel D 281 A44 2021 (Rafa gözat(Aşağıda açılır)) Kullanılabilir English Language Teaching CDT2549
Toplam ayırtılanlar: 0

Thesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department

Includes bibliography (sheets 117-121)

ABSTRACT
The ultimate goal of the current study was to investigate the effectiveness of Task- Based Language Teaching Instruction on Reading Comprehension for EFL higher level learners at Cyprus international University and Akdeniz Karpaz University. The subjects of this study were 40 pre-intermediate level who were randomly selected and assigned into two groups of the study. The tools used in this study were the pre-test and post-test Reading test, A checklist for Instructors’ approaches whether they use Task-Based Language Teaching in their classes or not. Opening-close interview for assessment. The frame work of Task-based Instruction in Reading comprehension was administrated to the experimental group in the first term of the academic year 2017. Results indicated that TBLT approach was more compelling than past conventional procedures. TBLT is more compelling than open technique in showing perusing perception all in all and in EFL perusing specifically. TBLT adds more particular perspectives to the top-down hypothesis of perusing by its total the errand cycle. It completely causes students how to produce more thoughts, initiates their schemata and foundation information, rouses understudies and urges them to peruse fluidly without need to worry on semantic highlights. TBLT is successful in showing perusing appreciation to the elevated level. TBLT follows the standards of agreeable learning. Both agreeable and community oriented learning are important for the errand based language encouraging that can be guided students toward more significant and intuitive utilization of language in a certifiable setting. TBLT method emphasizes that the teacher should integrate reading comprehension with other skills such as writing, listening and speaking. Reading cannot be taught separately from the other language skills. Teachers must be used task-based method for all language skills. Recommendations and suggestions for further studies were provided.

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