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Porta Linguarum, Nº 4, junio 2005 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/29865

Title: Results of a research project carried out in the primary classroom using two units of work based on the task-based approach
Authors: Durán Fernández, Antonio
Issue Date: Jun-2005
Abstract: This research proposes a new model of a Task-Based Didactic Unit while at the same time attempting to demonstrate its effectiveness in the Primary Classroom. The main objective is to find out whether more effective English Language Learning is brought about when we apply Task-Based Didactic Units than when we apply Didactic Units based on the Traditional Approach: Presentation, Practice and Production. In the Post-test, significant differences between the Control Group and the Experimental Group were produced in Reading Comprehension, Listening Comprehension (as part of Speaking), and in the lowest third of the group (22 pupils).
Esta investigación pretende aportar un nuevo diseño de Unidad Didáctica basada en el Enfoque por Tareas, y comprobar su efectividad en un Aula de Primaria. El objetivo principal es comprobar si el aprendizaje de una segunda lengua (Inglés) es mejor cuando aplicamos Unidades Didácticas basadas en Tareas que cuando dichas Unidades están basadas en el Enfoque Tradicional: Presentación, Práctica y Producción. En el Post-test, hay diferencias significativas entre el grupo control y el experimental en la Comprensión Lectora, en el Componente de Comprensión Oral dentro de la Expresión Oral y en el tercio inferior del grupo. (22 alumnos).
Publisher: Universidad de Granada
Keywords: Task-based approach
URI: http://hdl.handle.net/10481/29865
ISSN: 1697-7467
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Durán Fernández, A. Results of a research project carried out in the primary classroom using two units of work based on the task-based approach. Porta Linguarum, 4: 41-67 (2005). [http://hdl.handle.net/10481/29865]
Appears in Collections:Porta Linguarum, Nº 4, junio 2005

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