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Integration of Tasks Into the 'Presentation-Practice-Production' Model of Grammar Teaching in a Primary Context

Integration of Tasks Into the 'Presentation-Practice-Production' Model of Grammar Teaching in a Primary Context


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About the Book

This dissertation, "Integration of Tasks Into the 'presentation-practice-production' Model of Grammar Teaching in a Primary Context" by Ka-Man, Tang, 鄧嘉敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners'perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students'performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher's PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention's emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students'ability and learning style as well as available resources. DOI: 10.5353/th_b5017707 Subjects: English language - Grammar - Study and teaching (Primary) - China - Hong Kong Language and languages - Study and teaching (Primary) - China - HongKong Task analysis in education


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Product Details
  • ISBN-13: 9781361313770
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 108
  • Weight: 268 gr
  • ISBN-10: 1361313773
  • Publisher Date: 26 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 6 mm
  • Width: 216 mm


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