Abstract

Task-Based Language Teaching has been developed in response to the teacher-dominated, focus-on-forms methods such as Present, Practice, Produce (PPP). The body of literature is replete with studies examining the learning efficacy of the PPP approach versus TBLT (e.g.); however, these studies did not use assessment tasks in comparing these two methods. To this end, the present study used an Assessment Task, a Grammaticality Judgment Test (GJT), and an Elicited Imitation Test (EIT) to compare the efficacy of PPP versus TBLT. Thirty-four lower-intermediate English language learners in Iran were randomly assigned to TBLT, PPP, and Control groups.. The study results revealed that the performance of TBLT and PPP on the GJT and EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. Results indicated that only the TBLT group made substantial improvements in TBLA in the post-assessment, while the PPP and Control groups’ performance did not significantly improve.

摘要

任务型语言教学是针对教师主导、注重形式的方法而发展起来的，例如现在、实践、生产（PPP）。文献中充斥着检验 PPP 方法与 TBLT 的学习效果的研究（例如）；然而，这些研究没有使用评估任务来比较这两种方法。为此，本研究使用评估任务、语法判断测试 (GJT) 和诱发模仿测试 (EIT) 来比较 PPP 与 TBLT 的功效。伊朗的 34 名中低级英语学习者被随机分配到 TBLT、PPP 和对照组。研究结果显示，TBLT 和 PPP 在 GJT 和 EIT 上的表现从预评估到后评估显着提高, 而对照组在任何测试中都没有显示出任何显着的改进。结果表明，只有 TBLT 组在后评估中的 TBLA 有显着改善，而 PPP 和对照组的表现没有显着改善。