The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning

This study investigates the effects of Task-based Language Teaching (TBLT) andAudio-Lingual Teaching Approach (ALTA) on oral skills learning and learningmotivation among non-native Mandarin in Teaching Mandarin as a Third Language (TMTL). TBLTapplied Adaptation of Williss TBL Framework, while ALTA a...

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Main Author: Chua, Hui Wen
Format: thesis
Language:eng
Published: 2019
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Online Access:https://ir.upsi.edu.my/detailsg.php?det=5418
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic PL Languages and literatures of Eastern Asia
Africa
Oceania
spellingShingle PL Languages and literatures of Eastern Asia
Africa
Oceania
Chua, Hui Wen
The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
description This study investigates the effects of Task-based Language Teaching (TBLT) andAudio-Lingual Teaching Approach (ALTA) on oral skills learning and learningmotivation among non-native Mandarin in Teaching Mandarin as a Third Language (TMTL). TBLTapplied Adaptation of Williss TBL Framework, while ALTA applied Sar?obans dialoguememorisation. Quasi experimental design was used in the study with convenience sampling of 21students (TBLT) and 22 students (ALTA). Simulated conversation oral test and MotivationalStrategies for Learning Questionnaire (MSLQ) were employed. Independent sample t-test wasused to examine if there are any differences between the two groups, and paired sample t-testwas used to identify the differences between Test 1 and Test 2 for both groups, in theaspect of students performances. The findings showed that there was statistical significantdifference in oral skills for TBLT: t(20)=-2.32, p
format thesis
qualification_name
qualification_level Master's degree
author Chua, Hui Wen
author_facet Chua, Hui Wen
author_sort Chua, Hui Wen
title The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
title_short The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
title_full The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
title_fullStr The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
title_full_unstemmed The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning
title_sort effects of task-based language teaching and audio-lingual teaching approach in mandarin oral skills learning
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=5418
_version_ 1747833192681832448
spelling oai:ir.upsi.edu.my:54182020-12-08 The effects of task-based language teaching and audio-lingual teaching approach in Mandarin oral skills learning 2019 Chua, Hui Wen PL Languages and literatures of Eastern Asia, Africa, Oceania This study investigates the effects of Task-based Language Teaching (TBLT) andAudio-Lingual Teaching Approach (ALTA) on oral skills learning and learningmotivation among non-native Mandarin in Teaching Mandarin as a Third Language (TMTL). TBLTapplied Adaptation of Williss TBL Framework, while ALTA applied Sar?obans dialoguememorisation. Quasi experimental design was used in the study with convenience sampling of 21students (TBLT) and 22 students (ALTA). Simulated conversation oral test and MotivationalStrategies for Learning Questionnaire (MSLQ) were employed. Independent sample t-test wasused to examine if there are any differences between the two groups, and paired sample t-testwas used to identify the differences between Test 1 and Test 2 for both groups, in theaspect of students performances. The findings showed that there was statistical significantdifference in oral skills for TBLT: t(20)=-2.32, p 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5418 https://ir.upsi.edu.my/detailsg.php?det=5418 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Books:Batstone, R. (1994). A schema for teacher education: grammar. Oxford: OxfordUniversity Press.Brown, H. D. (2000). Principles of language learning and teaching. (4th ed.). New York:Addison Wesley Longman, Inc.Brumfit, C. (1984). Communicative methodology in language teaching. Cambridge: CambridgeUniversity Press.Cenoz, Jasone & Fred Genessee. (1998). Psycholinguistic perspectives onmultilingualism and multilingual education. 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