A Comparison Between Task Repetition and Task Sequencing, the Effects on L2 Students’ Oral Performance
Hang Seng Management College, Hong Kong
ABSTRACT
In the past few decades, there is a change of teaching method from presentation, practice and production (PPP) to a more communicative approach in teaching. Task-based language teaching (TBLT) is a method, which allows learners to actively participate (Hashemi et al., 2012), and they will be given a more realistic situation for them to learn the target language. In Hong Kong, TBLT has been promoted, and its curriculum and guidelines have been changed and reviewed over the last decades (Carless, 2004). It can be defined that TBLT should be learner-centered and it should also develop learners’ communicative competence (Curriculum development council, 2007). In this paper, our focus will be comparing task repetition and task sequencing. I would like to see which method will help a bigger improvement based on students’ performance. In this research, 40 Hong Kong tertiary students were participated in an English speaking course, and they were divided into 2 groups. All of the students were non-language major. Those groups had been divided into two different teaching methods, which are 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. Students’ performances were evaluated in three categories, which are fluency, complexity and accuracy (Skehan, 1998). Furthermore, the results were being compared by using T-test.
KEYWORDS
TBLT, Task repetition, Task sequencing, Task performance