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Effects of a Task-Based Approach to Non-English-Majored Graduates’ Oral English Performance

机译：基于任务的方法对非英语专业毕业生英语口语成绩的影响

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The present study investigated the effects of task-based language teaching (TBLT) and learning on non-English-majored graduates’ oral performance through two tasks in a comparative way. There were 65 first-year non-English-majored graduates from Yangtze University participated in this study. In this study, the experimental group was treated under the task-based language teaching (TBLT) instruction and the control group received the treatment of 3Ps instruction through one semester. At the end of the semester, two tasks were used to elicit the participants’ performance. By comparing the experimental effects of task-based language teaching (TBLT) on non-English- majored graduates’ oral performance of accuracy, fluency and complexity with that of 3Ps instruction, results in this study showed that 1) under the task-based language teaching (TBLT) instruction, there was greater accuracy for non-English-majored graduates in oral English performance; 2) under the task-based language teaching (TBLT) conditions, there was greater fluency (fewer repetitions, fewer pauses) in oral English performance; 3) under the task-based language teaching (TBLT) instruction, there was greater complexity (a greater number of words per AS-unit.) in oral English performance. The author drew a conclusion that TBLT methodology was superior to that of 3Ps.
机译：本研究以比较的方式，通过两项任务，研究了任务型语言教学（TBLT）和学习对非英语专业毕业生的口语成绩的影响。长江大学有65名第一年非英语专业的毕业生参加了这项研究。在这项研究中，实验组接受了基于任务的语言教学（TBLT）指导，对照组接受了3个学期的3Ps指导。学期末，两项任务被用来激发参与者的表现。通过比较任务型语言教学（TBLT）对非英语专业毕业生口语表现的准确性，流利性和复杂性与3Ps教学的实验效果，本研究结果表明：1）任务型语言教学教学（TBLT）指导，非英语专业的毕业生在口语表现方面的准确性更高; 2）在基于任务的语言教学（TBLT）条件下，英语口语表现的流利性更高（重复次数更少，停顿次数更少）; 3）在基于任务的语言教学（TBLT）指导下，英语口语表现更为复杂（每个AS单元的单词数更多）。作者得出的结论是，TBLT方法论优于3P。

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