LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:11 November 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Developing the Task-based Strategies Syllabus to Enhance Communicative
English Ability of Burmese Migrant Students

M Htang Dim @ Angela

Abstract

Task-based language teaching and learning (TBLT) is evolution of the communicative language approach. It is regarded as emphasizing meaningful communication not only with the primary goal of, but also the means to, language learning. Meanwhile, learning strategies are tools and thoughts that individuals use to accomplish a communicative task in language learning. Those skills and knowledge enable learners to assist in completing communicative tasks confidently, flexibly, and independently, leading to autonomous learning. This article explores the impact of task-based language learning incorporated with learning strategies to acquire English language in an academic setting in Chiang Mai, Thailand. This study investigated the effectiveness of the task-based strategies syllabus to enhance the communicative English ability of students. It also examined autonomous learning behaviors. The findings showed that the students’ communicative English ability significantly increased in the following areas, achievement test, presentation, debate, classroom tasks, and teacher reflection.

Keywords:Task-based language teaching, Language Learning strategies, Communicative English ability, Autonomous learning behaviors.

Introduction

The Burmese migrant worker community is linguistically diverse in Chiang Mai. As the result of linguistic diversity, the medium language of instruction in school cannot be Thai, Burmese or Shan exclusively. Therefore, the language of instruction must be English. Furthermore, a goal of migrant students is to attend International programs in Southeast Asia Universities, where the language of the instruction is English. Since all the students learned English as a foreign language and only to pass school tests, they cannot apply it to real-world communication. Additionally, they are familiar with the teacher-centered approach and accustomed to a passive learning style. Thus, they need English language skills not only to pass high school equivalency and university entrance exams; but also to communicate in academic settings and the real-world. As they are migrant workers, they have limited time to study, and due to their teacher-centered educational background, they lack learning strategies to maximize their study time. In this particular setting, students are responsible for their own learning, and for looking at the strategies they adopt in language learning.

Students from Myanmar, including migrant students, are not used to learning language in an academic context or with a communicative language teaching approach. Thus, teaching various study skills develops students to handle their study well and leads to self-directed learning. A variety of course books have been complied and published for Burmese migrant students in Thailand; yet, there is no appropriate coursebooks for those students to continue to higher education. According to Cunningsworth (2002), “Coursebooks or syllabuses are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs.”(p.7). Indeed, there is no doubt that appropriate coursebooks are of vital importance for the implementation of teaching methodology, especially for Burmese migrant students in the Chiang Mai educational field.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

M Htang Dim @ Angela, M.A. TESOL
61/149, Soi 8, Baan Thipparat, Ving Ping Road, T. Changklan, A. Muang Chiang Mai 50100, Thailand
angeladim202@gmail.com

Payap University
Super-highway Chiang Mai - Lumpang Road
Amphur Muang
Chiang Mai, 50000
THAILAND
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