Developing Reading Comprehension Ability through A Task-Based Approach: The Case Study of Korean Speaking Persian Learners
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Nowadays, the task-based approach is a popular topic in SL/FL teaching. The widespread interest in the TBL approach and providing content-based educational materials for different languages as well as the Persian language has been increased in recent years. It is stated that task-based instruction creates more favorable conditions and facilitates language acquisition. In the task-based approach, a subset of the communication language teaching, tasks are used as a basic unit in language education, and on the basis of the common points of learning objectives and the real-world, provides appropriate conditions for learning. The present paper focuses on improving the reading comprehension ability of intermediate Korean speaking Persian Learners through task-based instruction. Therefore, on the basis of the task-based approach and Neil Andersons’s (1999) reading pattern, five task-based lessons were prepared. The sample of the research was 30 Korean students of Persian language at the intermediate level, randomly selected and divided into control and experimental groups. At first, a pretest was conducted, based on the results of which it was revealed that both groups performed almost identically. Thereafter, experimental groups received the reading texts based on a task-based syllabus and Anderson's reading model whereas the control group received instruction through traditional methods and techniques as usual as before. Having implemented the posttest, the scores of both groups were compared using statistical analysis. Results of the dependent T-test showed the positive and remarkable effect of the syllabi designed, which by itself supports the effectuality of the task-based approach and Andersons’s reading pattern in improving the learners' reading comprehension skill.
Abstract
Nowadays, the task-based approach is a popular topic in SL/FL teaching. The widespread interest in the TBL approach and providing content-based educational materials for different languages as well as the Persian language has been increased in recent years. It is stated that task-based instruction creates more favorable conditions and facilitates language acquisition. In the task-based approach, a subset of the communication language teaching, tasks are used as a basic unit in language education, and on the basis of the common points of learning objectives and the real-world, provides appropriate conditions for learning. The present paper focuses on improving the reading comprehension ability of intermediate Korean speaking Persian Learners through task-based instruction. Therefore, on the basis of the task-based approach and Neil Andersons’s (1999) reading pattern, five task-based lessons were prepared. The sample of the research was 30 Korean students of Persian language at the intermediate level, randomly selected and divided into control and experimental groups. At first, a pretest was conducted, based on the results of which it was revealed that both groups performed almost identically. Thereafter, experimental groups received the reading texts based on a task-based syllabus and Anderson's reading model whereas the control group received instruction through traditional methods and techniques as usual as before. Having implemented the posttest, the scores of both groups were compared using statistical analysis. Results of the dependent T-test showed the positive and remarkable effect of the syllabi designed, which by itself supports the effectuality of the task-based approach and Andersons’s reading pattern in improving the learners' reading comprehension skill.
참고문헌 (20)
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