Teaching a foreign language using task-based language teaching (TBLT) has garnered a lot of attention and has been the object of worldwide scientific studies for the last thirty years. Few of these studies, however, include an evaluation of this method by the teachers themselves, or are conducted by them directly. My thesis, centered around the notion of task-based language learning, a teaching method recommended more and more though sometimes still snubbed, relies on my professional experience as a teacher of secondary level FLE classes in the United States and on the analysis of reference studies conducted in this field. I have adopted the methodology of research-action with the goal of offering a pedagogic intervention. First I identify certain hurdles encountered by high school foreign language teachers. After this introduction, I evaluate the methods and didactic principles that stood out to lead to a teaching philosophy centered around communication, such as task-based language teaching. The second part of the thesis presents some important studies that evaluate the pros and cons of this approach. The next section examines in turn each of three tasks offered as contrast against the traditional model consisting of presentation, practice and production, known as "PPP." Finally the last section presents my conclusions which will serve as a frame of reference for future research by other teachers.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538770 |
| Date | 08 1900 |
| Creators | Sessions, Gwenola Jane |
| Contributors | Williams, Lawrence, Chaguignan, Chistophe, Graff, Carine |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 49 pages, Text |
| Rights | Public, Sessions, Gwenola Jane, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0022 seconds