Naslov
Maximising Student Linguistic Output through Project Tasks

Autori
Šalov, Edita ; Grgičević Bakarić Petra

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), stručni

Izvornik
Ciet Conference Proceedings / - , 2020, 679-687

ISBN
978-953-7220-52-5

Skup
4th Contemporary Issues In Economy & Technology (CIET 2020)

Mjesto i datum
Split, Hrvatska, 29.05.2020

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
task-based language teaching, student centeredness, linguistic output

Sažetak
The very content of Business English classes demands a rather rigid structure: there are a large number of language-specific topics to be covered in a limited period of time. Therefore it seems that a traditional PPP – Present, Practice, Produce – approach may be the best option to not only complete the course on time, but to ensure that students will actually have acquired sufficient, if not entire, amount of specific vocabulary and structures that are defined by the syllabus created for a particular level of linguistic knowledge. Recent approaches to language teaching, however, suggest that a certain level of student involvement in the acquisition of knowledge is necessary in order to create a stimulating learning environment. In other words, instead of having them listening passively and doing a set of exercises that result from artificially created linguistic situations, it is advised to engage them in a variety of task-based activities. The so-called TBLT – task-based language teaching – provides an excellent alternative and can be introduced even in a busy syllabus schedule. It revolves around a specific task which students do and complete by themselves, using both the already acquired and new vocabulary and structures. It also represents an excellent diagnostic tool for a teacher to detect linguistic weaknesses and strengths of students and act accordingly. TBLT is integral to Business English syllabi within the specialist professional graduate study programmes at the University Department of Professional Studies. The first part of the paper will address both TBLT and PPP and its central part will revolve around the two task-based activities, summary writing and presentations, and their benefits in terms of the improvement of overall linguistic fluency and accuracy that was reported by students upon their completion.

Izvorni jezik
Engleski

Znanstvena područja
Filologija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA