Gender Differences in the Classesroom

Topics: Language education, Second language acquisition, Linguistics Pages: 14 (4323 words) Published: March 5, 2013
Faculty of Humanities & Social Sciences

Department of Linguistics

Student: Amal Mohammed Al kaabi.

Student ID: 200704441.

HSR (TSL) 400 Integrated Capstone.

5/June, 2012.

Great thanks for Shamsa Al Magharabi (PhD Candidate) for her helps and supports my work in this research papers


|Content |Page NUM. | |Introduction |3 | |Review of Literature and past studies |4-7 | |What is TBLT? |4 | |What is task? |5 | |What is the basis of TBLT? |5-6 | |D.TBLT framework |6-7-8 | |Summary and evaluating of literature and past studies |8-9-10 | |Research Agenda |10-11 | |Conclusion |11 | |Reflections |11-12 | |References |12/13 |

i. Introduction

When the teachers ask what is the best method of the teaching English as a second language the answer is not always within reach. However, most teachers thought the best way to teach English is to give the student opportunity to use the target language in the classroom which means learning by communication is better in a quiring English language than traditional way. In the recent years United Arab Emirate (UAE) Education prefers to use Communicative Language Teaching (CLT) method in teaching English language as a new professional method. Some teachers from private schools use (TBLT) task based language teaching which has grown out of the communicative language teaching by using tasks.

Wilkins (1976) divided between two types of syllabi-synthetic and analytic. The main important syllabi type for this project is analytic because it is composed of task. Tasks are meaningful and do tasks student have be able to communicate with others in the class or do it outside the class. Tasks have a strong and clear outcome that helps to make clear for both teacher and student if the communication has been successful. The (TBLT) task-based-language teaching has strong version of the communicative approach where the language is acquired through interaction and use. Today (TBLT) become the most famous method in the UAE schools.

After graduating, I’m aiming to be an English language teacher and I am always thinking about the issue of which method is better than the others. For sure I will use TBLT in my class but this depends on the topic, level of student and student ages. This method depends on communication so this is more advance rather than beginner put that doesn’t mean teacher not going to use TBLT with beginner. I chose this topic because in the last years there is many researchers are talking about (TBLT). The main purpose of this...

References: Ellis, R. (2000). Task-based research and language pedagogy. Language teaching Research,4(3).
Ellis. R. 2003. Task-based Language Learning and Teaching. Oxford University Press,4,(1)(p.193-220).
Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition. San Diego: College-Hill Press,19(1), (pp7/30)..
Nunan, D.( 1989) Designing Tasks for the Communicative Classroom. New York: Cambridge University Press,60(2),(p.10).
Nunan, D. (2004) Task-based language teaching. Cambridge: Cambridge University, Press,8(3).
Swan,M. (2005).Book review of Ellis.(2003).Journal of Michael.(15/February/2005).7(3). 251-256.
Willis, J. (1996). A Framework for Task-based Learning. London: Longman,18(1),(p.20-25).
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press,56(3).(22-27).
Lantolf, J. and Appel, G. (1994) Vygotskian approaches to second language research.Norwood, NJ: Ablex. 7.p11-33).
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Skehan, (1996). A framework for the implementation of task-based instruction. Applied Linguistics,17(1)(P40-62).
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Shehadeh, A., & Coombe, C. (Eds.). (2010). Applications of task-based learning in TESOL. Alexandria, VA: TESOL
TBLT. (2009). 3rd International Conference on Task-Based Language Teaching. Retrieved Feb. 2, 2009, from
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