ICT and Task-based Method for Teaching Business English  

Oleh:

Hardiningsih, Sri

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-5.
Topik: ICT literacy; Task-Based Language Teaching; Teaching English for Business; Students Literacy.
Fulltext: 105.SRI HARDINGSIH.pdf (58.65KB)

Isi artikel

ICT is one of the ways to elevate students be autonomous learners. Introduce the meaning of ICT. In Pre task, introduce topics to students to discuss. Task-based Language Teaching emphasizes on the integration of 4 (four) skills, but it focuses more on “transfer of message” for example: intensive target language use; information-gap activities; and pair work (Pica: 2000; Richards and Rogers: 1996). During the Task, students work in pairs, they exchange information about their identity: names, roles in their jobs. At this phase students improve their spoken English; their knowledge of social topic; and relevant vocabulary. Students find valuable experience both in searching the resources from internet and reflective tasks they do in pairs or in a group of three. Students require variety of interaction patterns concentrated on they themselves rather than on their teacher. This experience constitutes better rapport between the students and the teacher as Willis (1981) contends good rapport causes students and teacher enjoy study together. In Post tasks, students write information their partners have performed. Then they perform with different students as they have various roles to improve their vocabulary. This phase has pedagogical implications on repetition on task; reflective motivation to improve their performance; and on learners’ awareness of linguistic features.

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