To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.
This research examines the significance of intonation in spoken English. It is seen that existence of correct intonation goes quite unnoticed by the Native Speakers (NS) of English, as an unconscious mechanism, whereas its absence, or minimal use thereof, hinders communication by speakers using English as a Second Language (ESL) or English as a Foreign Language (EFL). The study, based on 110 EFL university students in China, demonstrated that majority of the students did not feel confident while tackling this dimension of oral discourse because of the ambiguity about how to deal with a feature many learners were not even aware of. Grammar and lexis are made accessible to learners through various devices, but the methodology used for transmission of intonation and related prosodic features is very abstract and intangible. The research, based on observations and oral discourses, which were video and audio-recorded, was then transcribed for qualitative content analysis (Kvale, 2007: p. 105). The results demonstrated a stimulation of curiosity among the participants. They expressed an ardent desire to overcome their speech shortcomings, acquire the nuances to become intelligible/natural speakers, and increase their understanding of spoken English for accurate verbal communication, thereby supporting the case study that intonation is teachable and learnable.
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