Hogeschool van Amsterdam

Centre for Applied Research in Education

Effects of language-oriented vs meaning-oriented instruction on pre-vocational learners’ EFL oral skills

Abstract

Pre­vocational learners in grade 9 (n=155) received speaking lessons that differed in focus (language structures vs interactional strategies), lesson phasing (PPP vs TBLT), and type of task (guided role plays vs information gap tasks). Effects of condition on Task Achievement and Interactional Ability in post­test speaking tasks were found.

Reference van Batenburg, E., Oostdam, R., van Gelderen, A., & de Jong, N. (2017). Effects of language-oriented vs meaning-oriented instruction on pre-vocational learners’ EFL oral skills. Abstract from TBLT 2017 Barcelona: Tasks in Context, Barcelona, Spain.
Published by  Centre for Applied Research in Education 19 April 2017