The Effect of Task Based Language Teaching on Disabled Learners' First Language Written Task Accuracy, Fluency, and Complexity release_jyvnb7cv7jfknav3r27t4jjyte

by Malahat Yousefzadeh

Released as a article-journal .

Volume 2016

Abstract

Disabled students with specific learning disabilities meet many problems when they learn language four skills specially writing skill. Writing skill is the most complex task, unlike other skills it needs more specific training. Different types of tasks are used to promote language learning. Repetition of such tasks in class is considered to help learner to reflect on their own language production and thus assists them to improve their performance. The present study was an attempt to examine the effects of task based language teaching on disabled first language learners' written performance. This study explored how well using task based language teaching can affect on improving Persian written accuracy, fluency and complexity for disabled learners. The focus of this article was specifically for repetition in narrative writing for students with intellectual and developmental disabilities. A total of 14 females with a range age of 13-15 years old who were attending a special school in Ardabil were subjects of this study. These students were randomly divided into two groups: group (1) consisted of 7 disabled students with using of the written narrative task repetition (experimental group) and Group (2): consisted of 7 disabled students without using of the written narrative task repetition (control group). The results of t-tests showed that the experimental group outperformed than control group in terms of written task accuracy and fluency but not complexity. There wasn't any significant difference between two groups in written task complexity.
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