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dc.contributor.authorBurkova, Ksenia
dc.date.accessioned2011-08-08T07:41:05Z
dc.date.available2011-08-08T07:41:05Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/11250/185394
dc.descriptionMaster's thesis in Literacy studiesen_US
dc.description.abstractThis thesis is a comparative study between the Presentation-Practice-Production method (PPP) and the task-based language learning (TBL) approach. The context of the study is a private language school in Russia where the students who took part in the study were learning English as a second language (L2). The aim group of the research is adult false beginners. The research study compares the TBL approach to the PPP method through an analytical literature review. Then the action research study is described and evaluated before finally conclusions are drawn. This research study focuses particularly on three aspects of false beginner language learning: accuracy, fluency and learner motivation. The given thesis represents an attempt to validate TBL framework through implementing it in Russian classrooms for adult false beginners.en_US
dc.language.isoengen_US
dc.publisherUniversity of Stavanger, Norwayen_US
dc.relation.ispartofseriesMasteroppgave/UIS-HF-IKS/2011;
dc.subjectliteracy studiesen_US
dc.subjectlesevitenskapen_US
dc.subjecttask-based learningen_US
dc.subjectPPP-approachen_US
dc.subjectfalse-beginnersen_US
dc.subjectaccuracyen_US
dc.subjectfluencyen_US
dc.subjectmotivationen_US
dc.titleImplementing task-based learning of English as L2 at private courses for adult false-beginners in Russiaen_US
dc.typeMaster thesisen_US
dc.subject.nsiVDP::Humanities: 000::Literary disciplines: 040::General literary science: 041en_US
dc.source.pagenumber132 p.en_US


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