A Study on the Role of 'Task -Based' Teaching Method in Students' Comprehension

The role of reading comprehension ability and its constituent components - especially vocabulary in Second/Foreign Language (SL/FL) acquisition - has long been neglected, but currently, it is again receiving attention in the language teaching curriculum. As Nunan (۱۹۹۹) claims, this is due to several reasons, including the influence of comprehension-based approaches to the development of language, the role of applied linguists, and the development of computer-based language corpora. Developing reading comprehension ability is an important aspect in acquisition of a language. Reading is a dialogue between the reader and the writer and comprehension is a procedure through which a reader builds meaning from the text using his/her knowledge, experience, and the information from the text. Reading comprehension is the ability to read and process a text and understand its meaning. It is the process of constructing meaning from a written or printed text. There are a lot of approaches and methods to improve reading comprehension of SL/FL learners. Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcomes (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT). In this article, we discuss the Role of 'Task -Based' Teaching Method in Students' Comprehension.

کلیدواژه ها:

Comprehension of the material ، Task -Based teaching method ، knowledge of communication