Comparison of Task Repetition and Task Sequencing in Terms of Their Effects on L2 Students' Oral Performance

International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: [email protected]; Web site: http://www.e-iji.net

Y

16

Task Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Asians; College Students; Teaching Methods; Foreign Countries; Communicative Competence (Languages); Student Centered Learning; Comparative Analysis; Course Descriptions; Oral Language; Linguistic Performance; Regression (Statistics)

1694-609X

Task-based teaching is a popular topic in education field, since there is an increasing numbers of learners trying to learn their second language. However, by using the traditional drill practice, learners can only learn the rules, rather than using the language in the reality. Therefore some scholars have come up with a more communicative and learner-centered approach of teaching. In task-based teaching, students will be given a more realistic situation for them to learn the target language. Moreover, they can have more time to discuss and come up with a collaborative answer. Overall, students can think of their own answers towards different topics. In this paper, the focus will be on comparing task repetition and task sequencing. I would like to see which method will lead a better improvement based on students' performance. In this research, 40 Hong Kong tertiary students were participated in an English speaking course, and they were all non-language major students. Those students have been divided into 2 groups, and they had been divided into two different teaching methods classes named as task repetition and task sequencing. During the six-week course, students needed to submit their recordings in class. Their recordings were being codified and analyzed after each lesson.

As Provided

33

2017

EJ1125157