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    THẠC SĨ UNIVERSITY TEACHER’S CONCEPTUALIZATION OF TASK-BASED TEACHING: A CASE study IN taybac university

    Ác Niệm Ác Niệm Đang Ngoại tuyến (3588 tài liệu)
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  6. UNIVERSITY TEACHER’S CONCEPTUALIZATION OF TASK-BASED TEACHING: A CASE study IN taybac university

    TABLE OF CONTENTS

    DECLARATION
    ABSTRACT
    ACKNOWLEDGEMENTS
    DEDICATION
    TABLE OF CONTENTS
    LISTS OF ABBREVIATIONS
    LISTS OF TABLES
    CHAPTER 1. INTRODUCTION
    1.1. Rationale
    1.1.1. State of the problem
    1.1.2. Theoretical rationale
    1.2. Purpose of the Study
    1.3. Research Questions
    1.4. Significance of the Study
    1.5. Limitations of the Study
    1.6. Scope of the study
    1.7. Organization of the Study
    CHAPTER 2. LITERATURE REVIEW
    2.1. Definition of terminology
    2.1.1. Defining ‘task’ and task-based language teaching
    2.1.3. Tasks, Actvities and Exercises
    2.1.4. Developments of Task-Based Teaching
    2.2. Theoretical Foundations
    2.2.1. Theories of language
    2.2.2. Theories of language learning
    2.2.2.1. Cognitive theory
    2.2.2.2. Constructivist Theory
    2.2.2.3. Generative Learning Theory
    2.3. The nature of Task-based Language Teaching
    2.3.1. How is TBLT different from other teaching methods?
    2.3.1.1. Communicative Language Teaching (CLT)
    2.3.1.2. Silent Way
    2.3.1.3. Experiential learning
    2.3.1.4. Co-operative learning
    2.3.2. Task-based teaching versus other types of teaching instruction models
    2.3.3. Task-based Teaching Framework
    2.3.4. Task types
    2.3.5. Materials for Tasks Initiated
    2.3.6. Syllabus design
    2.3.7. Learner roles
    2.3.8. Teacher roles
    2.4. The importance of understanding teachers’ interpretation of teaching methodology
    2.5. Teachers’ interpretation of TBLT
    2.6. Teachers’ views of teaching methodology and their classroom teaching
    2.7. Conclusion 40
    CHAPTER 3. METHODOLOGY1
    3.1. The fitness of case study to the research purpose
    3.2. Restatement of research questions
    3.3. Case description and context of the study
    3.3.1. The setting of the study
    3.3.2. Participants
    3.4. Instruments
    3.4.1. Interviews
    3.4.2. Observations
    3.5.3. Teaching plan interpretation
    3.5. The procedure:
    3.5.1. Interviews
    3.5.2. Class observation
    3.5.3. Teaching plan interpretation
    3.6. Data analysis
    3.7. Conclusion
    CHAPTER 4. DISCUSSION OF THE FINDINGS
    4.1. General overview of the findings
    4.1.1. Teachers’ conceptualizations of task
    4.1.2. Teachers’ conceptualizations of task-based teaching
    4.1.3. Teachers’ attitudes toward task-based teaching
    4.1.4. Factors affecting the TBLT implementation
    4.1.5. The reality of teachers’ class teaching
    4.1.6. Teachers’ class teaching implementation
    4.2. Discussions of the findings
    4.2.1. Congruence and incongruence between teachers’ conceptualizations and the composite view of TBLT
    4.2.2. Congruence and incongruence between teachers’ classroom teaching practice and teaching plans with the composite view of TBLT
    4.2.3. Consistence and inconsistence between their conceptualization with teaching practices and teaching plans
    CHAPTER 5. CONCLUSIONS, PEDAGOGICAL IMPLICATONS AND SUGGESTIONS FOR FURTHER STUDY
    5.1. Summary of the major points of the study
    5.1.1. Summary of the study
    5.1.2. Conclusions
    5.1.3. Pedagogical implications
    5.2. Limitation of the study
    5.3. Implications for future research
    LIST OF REFERENCES
    APPENDICES
    Appendix A: Interview Questions
    Appendix B: Schedule of taped Interviews
    Appendix C: Samples of classroom observations
    Appendix D: Samples of teaching plans of university teachers

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