UPSI Digital Repository (UDRep)
|Abstract : Universiti Pendidikan Sultan Idris|
|This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sariçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers. |
Alemi, M., & Tavakoli, E. (2013). Audio Lingual Method. Proceedings of 3rd International Conference on Applied Research in Language Studies. https://sriartini46.wordpress.com/2013/06/29/audio-lingual-method/
Anggraeni, P. (2007). Audio lingual teaching as an alternative method in teaching speaking. [Master dissertation, Semarang State University]. Wordpress. https://saidnazulfiqar.files.wordpress.com/2011/10/skripsi-audio-lingual-in-teachingspeaking.pdf
Bao, R. (2012). Does task-based teaching work unconditionally? In X. Y. Du & M. J. Kirkebæk (Eds.), Exploring task-based PBL in Chinese teaching and learning (pp. 99–111). Newcastle: Cambridge Scholars Press.
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges. Language, Culture and Curriculum. http://doi.org/10.1080/07908318.2015.1058392
Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). Addison Wesley Longman, Inc. Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The Learning Strategies Handbook White Plains. Addison Wesley Longman.
Cheun, H. H. (2006). Problems encountered in teaching Chinese as a second language in Malaysia. Malaysia: New Era College
Chua, H. W., Lin, C. Y. & Azlan, M. A. K. (2018). The Influence of Task-Based Language Teaching and Audio-Lingual Teaching Approach on Mandarin Language Learning Outcomes. PUPIL: International Journal of Teaching, Education and Learning. 2(3), 123- 141. https://dx.doi.org/10.20319/pijss.2018.43.123141
Dailey, A. (2009, July). Implementing Task-Based Language Teaching in Korean Classrooms Module 1 Assessment Task. https://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/languageteaching/DailyLTMImplementingTaskBasedLanguageTeachinginKorean.pdf
East, M. (2017). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching, 50(3), 412–424. https://doi.org/10.1017/S026144481700009X
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). Mc Graw Hill. Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987) Second language attrition: the role of motivation and use. Journal of Language and Social Psychology, 6 , 29-47.
Ghofur, A., Degeng, N. S., Widiati, U., & Setyosari, P. (2017). The Effect of Communicative Language Teaching and Audio-Lingual Method On English Speaking Skill Across Different Learning Styles. KnE Social Sciences, 1(3), 1-7. https://doi.org/10.18502/kss.v1i3.719
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: the Japanese ESL context. Second Language Studies, 20, 29-70 .
Hung, N. V. (2014). Review of notion and framework of task-based language teaching. International Journal of English Language and Linguistics Research 2(1), 34-48. http://www.eajournals.org/wp-content/uploads/Review-of-Notion-and-Framework-ofTask-Based-Language-Teaching.pdf
Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia - Social and Behavioral Sciences, 90, 114-123. https://doi.org/10.1016/j.sbspro.2013.07.072
Jeon, I.-J. (2005). An analysis of task-based materials and performance: Focused on Korean high school English textbooks. English Teaching, 60(2), 87–109. http: // www. researchgate.net/ publication/255594998_Exploring_EFL_Teachers'_Perceptions_of_TaskBased_Language _Teaching_A_Case_Study_of_Korean_Secondary_School_Classroom_Practice.
Jie Ying, K., Yan Mei, S., & Ramli, S. (2020). The relationship between students’ need and Arabic course for business purpose at Yinchuan University of China. SIBAWAYH Arabic Language and Education, 1(1), 157-165. Retrieved from http://ejornal.upsi.edu.my/index.php/SIBAWAYH/article/view/3780
Kirkebæk, M. J. (2012). Use of tasks in teaching of Chinese characters. In X. Y. Du &M. J. Kirkebæk (Eds.), Exploring task-based PBL in Chinese teaching and learning (pp. 111–131). Cambridge Scholars Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University Press.
Leaver, B. L., & Willis, J. (2004). Task-based instruction in foreign language education: Practices and programs. Georgetown University Press.
Lee. J. (2000). Tasks and Communicating in Language Classrooms. McGraw-Hill.
Liu, Rui (2018) "First Language Transfer in Mandarin Compositions Written by Learners with English as Mother Tongue," Chinese Language Teaching Methodology and Technology: Vol. 1: Iss.4, Article 3.https://engagedscholarship.csuohio.edu/cltmt/vol1/iss4/3
Lopes, J. (2004). Introducing TBI for teaching English in Brazil: Learning how to leap the hurdles. In B. L. Leaver & J. R.Willis (Eds.), Task-based instruction in foreign language education (pp. 83– 95). Georgetown University Press.
McDonough, K., & Chaikitmongkol, W. P. (2007). Teachers' and learners' reactions to a taskbased EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x
Motallebzadeh, K., & Defaei, S. (2013). The effect of task-based listening activities on improvement of listening self-efficacy among Iranian intermediate EFL learners. International Journal of Linguistics, 5(2), 24–33. https://doi.org/10.5296/ijl.v5i2.3560
Murad, T. M. (2009). The Effect of Task-Based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English. [Doctoral dissertation, Yarmouk University]. http://asian-efljournal.com/Thesis/Thesis-Murad.pdf
Naimah, A. (2005). Cemerlang dalam peperiksaan, lemah dalam kemahiran komunikasi: Permasalahan yang dihadapi oleh pelajar penutur bukan jati yang mempelajari bahasa ketiga. [Paper presentation]. Proceedings of ILANNS 2005 Conference.
NamazianDost, I., Bohloulzadeh, G., & Pazhakh, A. (2017). The effect of task-based language teaching on motivation and grammatical achievement of EFL junior high school students. Advances in Language and Literary Studies, 8(2), 243-259. https://doi.org/10.7575/aiac.alls.v.8n.2p.243
Navidinia, H., Nazarloo, S. A., & Esmaeili, Z. (2018). Using Translation in Foreign Language Classrooms: Examining its Effectiveness in Teaching Vocabulary to EFL Students. AJELP: Asian Journal of English Language and Pedagogy, 6, 1-10. https://doi.org/10.37134/ajelp.vol6.1.2018
Park, M. (2012). Implementing computer-assisted task-based language teaching in the Korean secondary EFL context. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language contexts research and implementation (pp. 215–241). Amsterdam: John Benjamins.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Tan, T.G., Hairul Nizam Ismail, F. T. H. & C. C. H. (2016). The Motivation of Undergraduates Learning Mandarin as a Foreign Language, e-Academia Journal UiTMT,5(1), 1–11. http://journale-academiauitmt.uitm.edu.my/v2/images/vol5issue12016/PID2-TheMotivationofUndergraduatesLearningMandarin.pdf
Thanh, L.N. & Huan, N.B. (2012). Task-Based Language Learning and Student Motivation in Vocabulary Acquisition. Language Education in Asia 3(1), 106-120. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A10/Thanh_Huan
Willis, J. (1996). A framework for task-based learning. Longman.
Zhou, X. B. (2008). Duìwài hànyu jiàoxué daolùn. The Commercial Press.
|This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.|
You may use the digitized material for private study, scholarship, or research.