000			03088nam a22002777a 4500
003			KOHA_MİRAKIL
005			20211203155340.0
008			211203d2021 cy ||||| m||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aD 281 _bA44 2021
100	1		_aAmer, Nadia Mohamed Ben
245	1	4	_aTHE EFFECTS OF TASK-BASED LANGUAGE TEACHING (TBLT) ON READING COMPREHENSION IN EFL CLASSES / _cNadia Mohamed Ben Amer; Supervisor: Prof. Dr. Özcan Demirel
264			_c2021
300			_a132 sheets; _c31 cm. _eIncludes CD
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching Department
504			_aIncludes bibliography (sheets 117-121)
520			_aABSTRACT 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.
650		0	_aEvaluation _vDissertations, Academic
650		0	_aLanguage and languages _vDissertations, Academic _xStudy and teaching
700	1		_aDemirel, Özcan _esupervisor _9219
942			_2ddc _cTS
999			_c283419 _d283419