Implementation of Task-Based Language Learning Approach to Improve Pronunciation

ABSTRACT: This action research project reports how Task Based Learning approach contributed to improve eighth graders’ pronunciation in an EFL class in a public institution in Bello, Colombia. In this project, three oral tasks were developed following the three phases of Task-Based Learning proposed by Willis (1996). I collected data through a reflective log and audio recordings of the students’ presentations. The findings of this project revealed that students improved their EFL pronunciation, which was manifested in the increase of well-pronounced vowel sounds, the development of the native speakers’ imitation strategy, the preparation and the self-confidence to participate, and the awareness about the mother tongue interference.

• Autores: Bedoya Mazo, Luis Miguel
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2017
• Institución: Universidad de Antioquia
• Repositorio: Repositorio UdeA
• Idioma: eng
• OAI Identifier: oai:bibliotecadigital.udea.edu.co:10495/10873
• Acceso en línea: http://hdl.handle.net/10495/10873
• Palabra clave: Método de enseñanza; Teaching methods; Método de aprendizaje; Learning methods; Lengua extranjera; Foreign languages; Lengua extranjera; Mother tongue; Investigación acción en educación; Action research in education; Retroalimentación; Tareas orales; Inglés como lengua extranjera; Interferencia de la lengua materna; http://vocabularies.unesco.org/thesaurus/concept83; http://vocabularies.unesco.org/thesaurus/concept81; http://vocabularies.unesco.org/thesaurus/concept3937; http://vocabularies.unesco.org/thesaurus/concept13214
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc-nd/4.0/