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Table of Contents
Acknowledgement……………………………………………………………………………….. IV
Dedication…………………………………………………………………………………………… V
Abstract………………………………………………………………………………………………. VI
Table of Contents…………………………………………………………………………………. VII
List of Tables………………………………………………………………………………………. XI
List of Abbreviations……………………………………………………………………………. XIII
CHAPTER I: Background and Purpose…………………………………………………… 1
1.1 Statement of the Problem…………………………………………………………………. 2
1.2 Significance of the Study…………………………………………………………………. 2
1.3 Research Questions……………………………………………………….. 3
1.4 Research Hypotheses……………………………………………………… 4
1.5 Definitions of Key Terms…………………………………………………………………. 5
1.5.1 Explicit Language Knowledge……………………………………………………….. 5
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1.5.2 Implicit Language Knowledge……………………………………………………….. 6
1.5.3 Structured Input Task……………………………………………………………………. 6
1.5.4 Consciousness Raising Task………………………………………………………….. 8
1.6 Delimitations and Limitations of the Study………………………………………… 8
CHAPTER II: Review of the Related Literature………………………………………. 10
2.1 A Brief History of Task-Based Language Teaching…………………………….. 10
2.2 What is a Task?………………………………………………………………………………. 12
2.3Features of Tasks………………………………………………………… 14
2.4 Types of Tasks………………………………………………………….. 17
2.4.1 Implicit Tasks………………………………………………………………………………. 19
2.4.1.1 Structured Input Tasks……………………………………………………………….. 20
2.4.2 Explicit Tasks………………………………………………………………………………. 24
2.4.2.1 Consciousness Raising Tasks………………………………………………………. 25
2.5 The Role of Tasks in Language Learning…………………………………………… 27
2.6 Research into Implicit and Explicit Tasks…………………………………………… 28
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2.7 Implicit and Explicit Knowledge………………………………………………………. 32
2.7.1 Definitions…………………………………………………………………………………… 32
2.7.2 Position on Implicit and Explicit Knowledge…………………………………… 34
2.8 Research into Implicit and Explicit Knowledge…………………………………… 35
CHAPTER III: Method…………………………………………………………………………. 38
3.1 Participants…………………………………………………………………………………….. 38
3.2 Materials………………………………………………………………………………………… 39
3.3Instruments……………………………………………………………………………………… 41
3.3.1 The Babel Placement Test……………………………………………………………… 42
3.3.2 Timed Grammaticality Judgment Test…………………………………………….. 42
3.3.3 Untimed Grammaticality Judgment Test…………………………………………. 43
3.4 Design and Procedure……………………………………………………………………… 43
3.5 Data Analysis…………………………………………………………………………………. 45
3.6 Summary……………………………………………………………………………………….. 46
CHAPTER IV: Results and Discussion…………………………………………………… 47
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4.1 Testing Null Hypothesis I and Discussion………………………………………….. 49
4.2 Testing Null Hypothesis II and Discussion…………………………………………. 50
4.3 Testing Null Hypothesis III and Discussion……………………………………….. 52
4.4 Testing Null Hypothesis IV and Discussion……………………………………….. 54
4.5 Testing Null Hypothesis V and Discussion…………………………………………. 56
4.6 Testing Null Hypothesis VI and Discussion……………………………………….. 58
4.7 Discussion……………………………………………………………………………………… 60
CHAPTER V: Conclusion, Pedagogical Implications, and Suggestions for
Further Research………………………………………………………………………………….. 61
5.1 Conclusion…………………………………………………………………………………….. 61
5.2 Pedagogical Implications…………………………………………………………………. 63
5.3 Suggestions for Further Research……………………………………………………… 64
REFERENCES……………………………………………………………………………………. 66
APPENDIXES…………………………………………………………………………………….. 78
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List of Tables
Table 4.1: Descriptive Statistics for Pretests…………………………………………….. 48
Table 4.2: Independent Samples T-Test Results for Pretests……………………… 48
Table 4.3: Descriptive Statistics for Structured Input Group in Relation to TGJT…………………………………………………………………………………… 49
Table 4.4: Paired Samples t-test Results for Structured Input in Relation to TGJT…………………………………………………………………………………… 50
Table 4.5: Descriptive Statistics for Consciousness Raising Group in Relation to TGJT………………………………………………………………….. 51 Table 4.6: Paired Samples t-test Results for Consciousness Raising in Relation to TGJT………………………………………………………………….. 51
Table 4.7: Descriptive Statistics for Structured Input Group in Relation to UGJT…………………………………………………………………………………… 52
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