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Teaching Grammar through Task-Based Language Teaching to Young EFL Learners.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yildiz, Mustafa Kemal Senel, Mufit |
| Copyright Year | 2017 |
| Abstract | The present study investigates the effects of Task-Based Language Teaching on students’ grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8 grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there is homogeneity between experimental and control groups. The findings on the pre-test results of the students do not yield meaningful results; and the study, especially the instruction process of grammatical structures launches. At the end of the instruction process, a post-test is applied to students to evaluate whether the progress between pre and post-test results are meaningful or not. TBLT raises significantly the grammar knowledge of the experimental students. Task-Based Language Teaching in teaching grammar yields meaningful results compared to traditional language teaching method in this study. |
| Starting Page | 196 |
| Ending Page | 209 |
| Page Count | 14 |
| File Format | PDF HTM / HTML |
| Volume Number | 17 |
| Alternate Webpage(s) | http://www.readingmatrix.com/files/17-a267g7f3.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
