Applied Linguistics Back Ground To The Research

Applied Linguistics
Date
Student’s Name
Chapter one:
1.1 Back ground to the Research
The tradition of teaching English language has showed great improvements especially throughout the twentieth century. Language learning, unlike other disciplines, has been practiced in different adaptations and settings across the world (Brown, 2000). The purpose of this research was to study and investigate one of the various methodologies of language teaching commonly known as Task-based Language teaching (TBLT). Task-based language teaching is a subcategory of communicative language teaching that aims to facilitate language acquisition for students as they interact using target language while completing certain tasks (Larsen-Freeman, 2000). The research was to evaluate the book “Cutting Edge 3rd Ed” which is a communicative course with a task-based approach that helps ESL students achieve their desired goals. Cutting Edge was chosen because it is one of the most popular English teaching courses across the world. This book is popular among its users because Cutting Edge delivers the target lessons via live lessons, DVDs and they attract the learner’s attention through introducing current relevant contemporary global issues.
One of the effective methods of teaching L2 is the task-based language teaching (TBLT). This is a subcategory of communicative language teaching that aims to facilitate language acquisition for students as they interact using the target language while completing certain tasks (Larsen-Freeman, 2000). According to Hismanoglu & Sibel (2011), TBLT fosters process-focused syllabi through devising communicative tasks to enhance learner’s language use. This process-focused approach has gained prominence in the recent past due to its efficacy in facilitating transfer of knowledge from teachers to learners. While it is through that teaching L2 has witnessed significant improvement, Lowe (2003) argues that one cannot ignore the traditional methods and approaches. Lowe argues that the method and approach regarded as traditional now was one time in history a very efficient method and therefore, cannot de discounted. In line with Lowe’s point of view, this research essay evaluated the book “Cutting Edge 3rd Ed” which is a communicative course with a task-based approach that helps ESL students achieve their desired goals. The choice of this book was in consideration to its application of TBLT as a method and approach of teaching the second language.
This research essay was divided into two sections. The first section was the evaluation of efficiency of TBLT in L2 acquisition. The second part of the essay sought to evaluate “Cutting Edge” 3rd edition text book with an intention of examining its use of TBLT methodologies with respect to the four strands (i.e. learning through speaking, listening, writing and reading). Each of the four listed methodologies was explored with examples to test the application of TBLT, bearing in mind that this text has been widely recognized in the teaching of L2. To meet the objective of this research, the researcher framed the paper to respond to four research questions. The purpose of this approach was to provide a sense of direction in the paper and enable an in-depth analysis and response to the research questions and evaluation of the research texts.
1.2 Research Questions
The research questions for this research essay emerged from the literature that TBLT is growing and becoming the most efficient methods and approaches of teaching the second language to non-English speakers. The primary concern of this essay was therefore; to determine the efficacy of TBLT and determine their application at a global scale, considering that TBLT is gaining a popular significance today. What distinguishes task-based teaching from other language teaching method (e.g. structural, grammar, translation, communicative etc.)? For efficient response to this primary research question, the researcher included three other secondary research questions whose purpose was to provide an in-depth response to the primary research question. The formulation of these secondary research questions was based on their relevance to the topic of study and their contribution to the primary research question and the overall objective of the research essay.
1 What principles and criteria can contribute to the development of effective tasks in second language teaching?
2 Does “English Libyan secondary school textbook” incorporate the recent task-based methods in teaching English as second language?
3 How can second language students benefit from task-based teaching methods as a well-balanced language course?
4 How can second language students benefit from task-based teaching methods as a well-balanced language course?
1.3 Rationale of the Research Essay
Sanchez (2004) explains that TBLT has grown to become efficient method of teaching L2 due to its emphasis on meaning and importance. As a matter of fact, it is impossible to study TBLT without mentioning key terms such as “task” and the four criteria for Task as argued by Ellis (2007). In the L2 learning context, “task” is a set of activities that take place in the classroom environment, acting as reinforces for the acquisition of the second language and its retention. The rationale behind the choice and exploration of this research essay was to critically evaluate the application of TBLT in teaching non-English speakers the language. TBLT has grown to become one of the latest and efficient methods and approaches that teachers are applying in teaching English as the second language. The efficiency of this method is based on its level of success and the manner in which learners respond to learning environment. Strict focus has been on its efficient application and the communicative techniques used by teachers to teach learners.
The researcher was primarily interested in determining how TBLT can be used for easing the teaching of L2 to Libyan students. Considering that the book “Cutting Edge 3rd Ed” has been acclaimed as the most efficient book in teaching L2, the researcher wanted to determine whether it has been framed to resonate with the challenges that teachers and students in Libya face in the process of their learning of ESL. In the process of exploring this area, the researcher was drawn to one of the points raised by Pathan et al. (2016). Students in Libya start studying ESL at the age of eleven years. Libya has developed a system that seeks to increase the number of students graduating with the ability to read and speak English. While it is true that this is a significant step, the main challenge that teachers face is on the training and coordination of the daily activities in the school environment. Teaching ESL at the age of eleven, especially when children are entering the adolescent stage is one of the challenges that a teacher will ever face. Additional challenges arise from lack special recruitment procedures for EFL teachers and respective training programs. Thus, even though the material for ESL may be available, their utilization remain law in public schools due to lack of basic policies in terms of inspection and recruitment.
The present study holds potential benefits for scholars and researchers in this field, as well as teachers and students. A spill-over of the significance of the study is for the policy makers and decision-makers in the education sector. The academic value of this research is in its position of challenging, critiquing, and approving the use of TBLT in ESL. There is little doubt, if any, that TBLT has become a generally accepted method of teaching ESL at the global level. There is limited literature on the evaluation of the book “Cutting Edge 3rd Ed” in the teaching of ESL. Scholars and academicians have been in a rush of approving its use without necessarily considering difference in policies across countries. The fact that this study takes a critical evaluation of the book “Cutting Edge 3rd Ed” makes it a reliable resource in future research on the topic and overall approach of teaching EL2 at the global level. The findings form this paper also extends to other disengaged members of the society and the challenges they face in learning ESL.
Another significant attribute of this study is in its approval of TBLT in teaching ESL. Generally, scholars have argued that TBLT has the potential of influencing the learners’ attitudes in the manner it emphasizes and encourages activities in the learning environment. In this context, scholars have generally agreed with Ellis (2003) that language in the EFL classroom should only be used as a tool for communication rather than a subject for study or manipulation. This is the basis of the TBLT teaching. The initial and primary goal of learning a language is merely for communication, situating its application outside the classroom environment.
1.4 Outline of the Chapters
This research essay contains four chapters. All the remaining chapters have been arranged in a manner that each chapter contributes to the upcoming chapter and responds to each of the three research questions. As a result, the second chapter responds to the first research question, the third chapter to the second research question, and the fourth chapter responds to the third and fourth research question. The purpose and choice of this structure was to allow enough investigation into each research question and simplify analysis for fulfillment of the objectives of the paper. Each chapter has subsections that facilitate the in-depth analysis of the TBLT. Subsections in the second chapter of the research essay are; history of the language learning and approaches and methods in language teaching. The second chapter provides an analysis of the six approaches and methods used in language teaching. The third chapter answers the second research question while at the same time trying to validate and contribute to the understanding of the primary research question in the second chapter. This chapter mainly focuses on task-based instruction. The introduction of this chapter provides a definition of task-based instruction before delving into the goals of TBI, types of tasks, and their phases in language learning. The final chapter has responds to two research questions by taking a narrow focus to the application of TBLT at teaching of L2 in schools in Libya.
Chapter Two
This chapter has been organized as a review of literature on task-based learning and teaching of ESL. This chapter introduces the reader to the TBLT theoretical framework with the goal of enhancing the understanding of task-based approaches and methods of ESL. The theme of this chapter is to respond to the second research question: What distinguishes task-based teaching from other language teaching methods (e.g. structural, grammar, translation, communicative etc.)?
1 History of Language Teaching
White (1998) proposes two traditions that can be used to understand the evolution and history of language teaching. White proposes the tradition of modern language teaching and the tradition of English language teaching. The primary assumption that White makes is that there have been significant efforts by human race to attempt to learn a new language ever since the start of civilization. This attempt to acquire additional language(s) is what has defined the presence of multilingualism and therefore, the need for teaching English as foreign language in different cultures. According to White (1998), there was no institutionalization of the modern language until the early nineteenth century. Prior to this era, people still had a natural tendency for learning and acquiring the second language. Historically, humans have been social beings. Their interaction in the government, religion, and other activities that demand the use of language has been the basic push factor for development of teaching of the language. While it is through that the English language is the dominant second language taught across the globe today, other languages have also gained prominence in the recent past. Greek, German, and French have been taught in different countries as second language.
According to White (1998), tremendous changes in human history have been the motivating factors for development of practical teaching of English as a second language in the classroom environment. The practical transformations in the modern world have been attributed to technological transformations attributed to breaking communication barriers. More than five hundred years ago, Latin was the mainly studied language due to its practical application and relevance in religion and politics. During this era, learning was not compulsory due to absence of schools for teaching curriculum. The nineteenth century opened doors for people to enroll for learning English as a second language in the classroom environment. The advantage of this approach cannot be underestimated. While the traditional approach of language learning focused on a specific group of elite members of the society, the modern method of language teaching took a general approach by reaching out to the disengaged members of the society. This was a significant breakthrough in the process of making English an international language.
2 Approaches and methods in language teaching
Any serious attempt to frame and construct the meaning and development of the development of English as the second language has to start with reviewing the previous methods and approaches that have been used in teaching the English language. This paper is not exceptional. Teaching of the ESL requires the use of different strategies in the delivery of content and mastering of content to the learners. The content in this context refers to the use of language as a tool in respect to Ellis (2003) definition of task-based learning and teaching as a tool for learning. This section starts by defining “approach” and “method” when it comes to teaching and learning English as a second language. Harmer (2007) provides a significant definition of “method” and “approach” that this essay will adopt throughout this paper.
Throughout this paper, approach will be defined as the way that the teacher considers content in the process of deciding whether or how to use it. Approach has a direct relationship to the theories of language teaching and learning. To main theories define the approach of the use of language as a tool in teaching the foreign language. The first aspect regards the nature of language use and the second theory focuses on the theory of the nature of the language learning. The two theories correlate, and it is important that the following paragraph define how they are framed in this context. The theory of language use focuses on how the language is viewed (Celce-Murcia, 2011). Two main methods of viewing the language include the structural and functional view of the language. The structural view considers the language from the point of coding and meaning. The functional view takes into consideration the communication purpose of the language. In this point of view, the task-based language teaching is used as a tool for communicating the mastering of the said language. The communicative approach has been considered by scholars as the most efficient method of language teaching. This is due to its strict consideration for the interest of the learner in the manner it focuses on the real-world applications. It is generally agreed that the focus on hand-on activities breaks the classroom monotony, creating room for the learner to experience the outdoor environment. This specific approach is the latest stage in the history of language teaching and is studied last in this section.
Unlike the approach, methods go a step further by providing prescriptions for learners and teachers to use in the learning of a language. Methods contain pre-packaged set of specific instructions which the teacher has to use in delivering the content to the learner. All methods are derived from a specific theory of language learning. The advantage of a method in the teaching of a language is that it prescribes the role of the material that will be used, the role of the teacher in the method, and the activities or responsibilities of learners in the learning pr...