Theory and Practice in Language Research, Vol. 1, No . 10, pp. 1388-1393, October 2011 В© 2011 ACADEMY PUBLISHER Manufactured in Finland.
doi: 10. 4304/tpls. 1 ) 10. 1388-1393
Structure-based or Task-based Syllabus: The
Effect of Type of Syllabus on Tuning in
Comprehension Ability of Iranian University
Faculty of Languages and Linguistics, University or college of Malaya (UM), 50603, Kuala Lumpur, Malaysia Email: [email protected] com
Seyed Yasin Yazdi Amirkhiz (corresponding author)
Department of English, Faculty of Overseas Languages, School of Tabriz, Iran Email: [email protected] com
AbstractвЂ”The present study attemptedto investigate the result of typology of syllabus (structure-based vs . task-based) around the listening knowledge ability of two homogeneous classes (50 participants) during a whole academics semester. The homogeneity was attained through administration of your pre-test taken from Barron's TOEFL (Sharpe, 1996). The selected students were designated to a structure-based and a task-based group. The subjects in the structure-based group were instructed through American Kernel Lessons: Intermediate (O'Neil et 's., 1978), and the second group was instructed through Broadening Tactics for Listening: intermediate (Richards, 2005), symbolizing the structure-based and task-based syllabus, correspondingly. Unlike the structure-based group, the task-based group exhibited a considerable and statistically significant improvement inside the post-test overall performance. The results of this examine could be of pedagogic relevance to syllabus designers, materials developers and teachers. Index TermsвЂ”Structure-based Syllabus (SBS), Task-based Syllabus (TBS), listening understanding
For many years, the role of listening in English instructing programs was undervalued and neglected. Relating to Richards (2002), until 1970s hearing was hardly mentioned in journals at all. However , this neglected status of listening was shifted after Krashen (1985) made the theory that understandable input was very a key component in triggering language development. The significance of listening was further accentuated with the creation of Communicative Dialect Teaching (CLT). Therefore , as in other areas of language educating, listening was approached and studied via different views. Rubin (1994) enumerates five of them: 1) text characteristics 2) interlocutor characteristics 3) task qualities 4) fan base characteristics and 5) process characteristics. Regardless of the sizeable volume level and the novel avenues of research exposed for listening skill, it seems that the role of syllabus in teaching tuning in has been taken for granted. This is while the syllabus plus the materials employed for the purpose of educating plays a vital role inside the success or failure of any English teaching program. Nunan (1988) contends which the choice of a syllabus can be described as major decision in terminology teaching, as well as part in the development of vocabulary teaching procedures is needed. It is a truism to say the particular one of the most remarkable shifts in language education has been moving away from a strength syllabus towards the one developed around franche tasks. Strength syllabus, since the brand speaks for itself, is centered around structure of language. This focuses just on one part of language, particularly grammar. However , task-based terminology teaching which can be linked to CLT applies actions which involve real connection and the utilization of language for carrying out meaningful tasks. In fact , the meaningful language and tasks are considered as the top key to get the learnerвЂџs success (Richard & Rodgers, 2001, s. 223). Researching through the relevant literature, the researchers discovered a research difference of the role of syllabus and components in listening-related studies. This study can be, in fact , a tiny attempt through this direction: to look into the amount of efficiency in the two types of syllabi (SBS and TBS) on hearing...
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