Keywords
TBLT
medical students
communicative
How to Cite
Abstract
The demand for effective communication between doctor and patient is increasing, making communication skills important especially medical field. English language was often being taught with traditional teaching method which focuses mainly grammar and reading comprehension, without exposure to real-life communication practice. This study highlights the benefits of Task-Based Language Teaching (TBLT) in a Medical English for Specific Purposes (ESP) course on improving students’ speaking skills in medicine. This study consists of 40 medical students and data was collected pre and post speaking evaluation, through interviewing student and observing their classroom. This study concludes that through TBLT method medical students are more likely to improve their communicative competence and perform better in real-life clinical situations.References
Canale, M., Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. Dudley-Evans, T., St. John, M. J. (1998). Developments in English for Specific Purposes: A multi-disciplinary approach. Cambridge University Press. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Hutchinson, T., Waters, A. (1987). English for Specific Purposes: A learning- centred approach. Cambridge University Press. Hymes, D. (1972). On communicative competence. In J. B. Pride J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin. Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell. Nunan, D. (2004). Task-based language teaching. Cambridge University Press. Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
This work is licensed under a Creative Commons Attribution 4.0 International License.