this study explored the effect of contrastive phrase resynthesis instruction ongaining the teachability hypothesis stages in self-paced versus time-constrained oralproduction and recognition. three groups (i.e., 23 learners) of high beginner femalelearners in an english language institute were randomly selected from a cohort oflearners. one group received contrastive metalinguistic instruction ...

One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexi...

Curriculum development and empirical research in the field of second language acquisition could benefit critical pedagogy (CLP) its practitioners. This article reviews central concepts organization curriculum CLP compares them with another major curricular initiative teaching, namely task-based or task-supported approaches, particular emphasis on teaching. Content itself (as activities material...

There is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain of secondary schools in small cities. First, the researcher surveyed six EFL senior secondary teachers of different teaching ex...

This research was designed to compare the impact of culturally laden Task-based language Teaching (TBLT) and Content-based language Teaching (CBLT) on Iranian intermediate learners' Speaking improvement. Two groups of participants, i. e. the experimental and control groups, were used in this study. In the experimental group, task-based instruction for 20 intermediate students and in the control...