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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-16编辑:lgg点击率:3105
论文字数:36420论文编号:org201405161114416721语种:英语 English地区:中国价格:$ 66
摘要:Although the study found that the task-based language teaching did help students toimprove their vocabulary learning in the professional course in vocational education, thesample size was a little small and the duration time was not long enough.
Chapter 5 Discussion
5.1 Students’ Performance
Nunan (1989, 2004) pointed out that the content of the input was likely to affect thetask's difficulty level and completion of the task. This study went along with the finding.From Table 4.1.3, it was shown that due to the difficulty of depreciation, the scores of thefirst were low. It can be concluded that the difficulty of the input content has animportant influence on the task completion, so when TBLT was applied to vocabularyteaching, the difficulty of the materials should be considered. According to the Table4.1.3, it could be found that as the teacher realized the importance of input, the scores ofstudents’ performance evaluation increased in the next tasks.Skehan (1996) argued that if the time to complete the task was longer (i.e.,communication stress was less), the demands on the learner's attention were smaller, andthe task was relatively easy, on the other hand, difficulty of the task increased.
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Conclusion
The present study aims to investigate the task process when the task-based languageteaching is used in the ESP vocabulary teaching of the professional course in vocationaleducation, which is useful and helpful for the teachers to teach the course and share theresults and experiences with the colleagues in the future. Based on the analysis of thedata, the main findings are listed as follows:First, after 5 tasks, students’ general performance improved throughout the teachingprocess. And every task performed better than the former one.Second, students’ academic achievement, learning enthusiasm and learningconfidence improved. And students’ great academic achievement was made, the students’learning enthusiasm was aroused and the students’ learning confidence was boosted.Third, the teaching process provided the chance for the teacher to improve taskdesign and provide a new teaching perspective.
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Reference (omitted)