task-based language teaching
در نشریات گروه علوم تربیتی-
This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were selected out of an initial number of 100 male and female EFL learners at the intermediate level based on their performance on a Flyers test. The 63 selected participants were divided into two intact groups consisting of 31 learners in the opinion-gap task experimental group and 32 learners in the reasoning-gap experimental group. Then, an engagement checklist was used by two raters in the two groups as pretest. After that, for ten sessions each lasting for 90 minutes, in one of the groups, the researcher carried out opinion-gap tasks while reasoning gap tasks were implemented in another experimental group. Upon finishing the treatment, the two raters used exactly the same checklist and obtained the posttest engagement scores. The analysis of the data through the parametric test of paired sample t-test indicated that both task types significantly impacted young EFL learners’ classroom engagement. Besides, the results of Mann-Whitney U Test revealed that there was no significant difference between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. Based on the results, EFL teachers are recommended to use both task types to enhance EFL learners’ classroom engagement.
Keywords: Classroom Engagement, Opinion-gap Tasks, Reasoning-gap Tasks, Task-based Language Teaching -
Abstract This qualitative, exploratory study investigated the learning opportunities and learning strategies afforded by technology-mediated tasks. In this study, a group of English as a Second Language (ESL) learners at an American university worked together to design and create a website for potential international students who are considering studying abroad in Alaska. Through the students’ post-task reflections, the following themes surfaced: “doing something authentic and meaningful,” “working together,” “learning English,” and “building confidence.” Within these themes, several types of language learning strategies consistently emerged through the data analysis: arranging and planning, self-evaluating, and cooperating
Keywords: English as a second language, Task-based language Teaching, Language learning Strategies, Technology-Mediated Tasks -
نشریه پژوهش و نگارش کتب دانشگاهی، سال بیست و دوم شماره 1 (پیاپی 42، بهار و تابستان 1397)، صص 103 -128
مقاله حاضر ضمن اشاره به نواقص آموزش ترجمه شفاهی در مقطع کارشناسی تربیت مترجم زبان انگلیسی، به ارائه طرحی برای مراحل ابتدایی آموزش ترجمه شفاهی از طریق معرفی فن ترجمه دیداری و خرده مهارت های آن می پردازد. رویکرد تکلیف محور به دلیل دارا بودن قابلیت هایی چون فراگیر محور بودن و تعامل همه جانبه مدرس و فراگیر دارای قابلیت های لازم برای آموزش ترجمه دیداری است. از این رو پژوهشگران با بهره گیری از این رویکرد آموزش زبان و تلفیق آن با نظریه و عمل در ترجمه شفاهی و نیازهای این دوره، طرحی برای ساماندهی آموزش ترجمه شفاهی پیشنهاد داده اند. همچنین راهبردهای متنوع ترجمه دیداری با بهره گیری از تکالیف مختلفی که به کنش موفق در دیگر شیوه های ترجمه شفاهی از قبیل ترجمه پیاپی و هم زمان نیز می انجامد ارائه شده است. پژوهش پیش رو به مثابه یک بسته آموزشی برای مدرسان و برنامه ریزان درسی و سیاست گذاران آموزشی و متولیان طراحی دروس کارشناسی زبان انگلیسی به ویژه واحدهای درسی ترجمه شفاهی خواهد بود.
کلید واژگان: ترجمه شفاهی، ترجمه دیداری، آموزش زبان تکلیف محورThe present paper attempts to elaborate on some deficiencies in interpreting courses in B.A. English translation and suggests an instructional plan for teaching preliminary stages of interpreting courses through applying sight translation and its corresponding strategies. Since task-based teaching approach is leaner-centered and provides opportunities for interaction between teacher and learners, it seems to be promising in interpreting training. Hence, the researchers of the present study utilized this approach and integrated it with theory and practice of interpreting as well as course requirements to suggest a way out of the problems in interpreting courses. Accordingly, various strategies along with different tasks in sight translation were presented which result in successful performance in both sight translation and consecutive and simultaneous interpreting. The present study may serve as an instructional package for local instructors, curriculum designers and policy-makers in the English translation undergraduate level and particularly in the interpreting courses.
Keywords: interpreting, sight translation, task-based language teaching
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