The Effect of Task-Based Syllabus on Iranian EFL Learners

Mahbobeh Rahmati

Abstract


The present study is an attempt to explore the effect of different task -based syllabus on Iranian EFL Learners’ Oral courses in Terms of Accuracy, Fluency. The outcome of this study could show a   light on designing tasks with applicable level of cognitive complexity. The construct of task complexity and its importance in grading and sequencing of pedagogic tasks are discussed. Then, mention will be made of different models and criteria for estimating task complexity. After that, the most comprehensive model (Robinson's Triadic Framework or The Cognition hypothesis) will be discussed in great details. Furthermore, the outcome may prove insightful visions for material producers in preparing tasks and for learners in evaluating their promotion. A questionnaire was assembled for teachers to explore the teaching/learning environment and any problematic areas in this process. Finally, the role of the Task Complexity in grading and sequencing pedagogical tasks will be touched upon.


Keywords


complexity; accuracy; task-based syllabus; EFL learners; syllabus design

Full Text:

PDF

References


Bachman, L. F. (2005). Statistical analysis for language assessment. (2nd ed.). Cambridge: Cambridge University Press.

Chastain, k. (1998). Developing second-language skills: theory and practice. (3rd ed.), Florida: Harcourt Brace Jovanovich, Inc.

Celce-Murica, M., Dornyei, Z., &Thurrell, S. (1997). Dirrect approaches in L2 instruction: A turning point in Communicative Language Teaching? TESOL Quarterly, 31 (1), 141-152.

Ellis, R. (2000). Task_based research and language pedagogy. Language Teaching Research, 4(3), 193-220.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2005). Planning and task performance in second language, Philadelphia: John Benjamins.

Fahim, M. (2011). The effect of task characteristics on L2 learners’ production of complex, accurate, and fluent oral language. International Journal of Education, 3(2).

Fulcher, G. (2002). Task difficulty in speaking tests. Language Testing, 20(3), 321-344.

Foster, P, & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 19, 199-323.

Iwashita, N., McNamara, T., & Elder, C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information- processing approach to task design. Language Learning, 51(3), 401-436.

Kim, Y. (2009). The effect of task complexity on learner-learner interaction. System, 37, 254 268.

Long, M. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-55.

McGraw, H. (2006). The official guide to the new TOEFL IBT. New York, NY: Author.

Murphy, J. (2003). Task-based learning: The interact between task and learners. ELT Journal, 57(4).

Nunan, D. (2005). Task-based language teaching. Cambridge: Cambridge University Press.

Revesz, A. (2011). Task complexity, focus on L2 construction, and individual differences: A classroom- based study. Modern Language Journal, 162-181.

Robinson, P. (1995). Attention, memory, and noticing hypothesis. Language Learning, 45(2), 283-331.

Robinson, P. (1996). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140.

Robinson, P., (2001). Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.

Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43, 1-32.

Skehan, P. (1996a). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62. http://dx.doi.org/10.1093/applin/17.1.38

Skehan, P. (2003). Task-based instruction. Language Teaching, 39 (1), 1-14.




DOI: https://doi.org/10.33258/birle.v2i4.447

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.