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2017, vol. 66, br. 3, str. 547-560
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Prilagođavanje pristupa zasnovanog na zadacima u nastavi engleskog jezika za oblast tehnološko-inženjerske struke
Adapting the task-based approach to the teaching of English for engineering technology studies
Univerzitet u Novom Sadu, Tehnološki fakultet, Srbija
e-adresa: jemit@uns.ac.rs
Sažetak
Predmet ovog rada je prilagođavanje pristupa zasnovanog na zadacima (eng. taskbased language teaching) u procesu podučavanja engleskog jezika za oblast tehnološko-inženjerske struke. Pristup je modifikovan na osnovu rezultata obavljene analize potreba koja je obuhvatala analizu trenutnog stanja u nastavi engleskog jezika struke na tehnološkim fakultetima u Srbiji. U svojoj osnovi, pristup je utemeljen na priznatoj i potvrđenoj komunikativnoj metodi u nastavi jezika, baziranoj na kombinaciji engleskog jezika za akademske i profesionalne namene sa procedurama i tehnikama koje se koriste u okviru nastave zasnovane na zadacima. Eksperimentalna grupa studenata je podučavana prilagođenim pristupom i upotrebom modifikovanog nastavnog materijala, dok je kontrolna grupa pratila nastavu prema postojećem predmetnom programu. Poređenjem rezultata testa znanja obe grupe pre početka i po završetku kursa, dobijeni su rezultati koji ukazuju da su studenti iz eksperimentalne grupe pokazali značajno veći napredak u svih šest pojedinačnih kriterijuma kao i u kumulativnom broju poena na testu. Ovakvi rezultati potvrđuju veću efikasnost prilagođenog pristupa za oblast tehnološko-inženjerske struke prevashodno zbog važnosti praktične orijentacije pristupa nastavi koja studentima treba da omogući uspešno obavljanje ciljnih zadataka na engleskom jeziku i pripremi ih za uspešnu komunikaciju u profesionalnom okruženju.
Abstract
This paper explores how task-based language teaching can be adapted to the teaching of English for engineering technology studies. This approach has been adapted in view of the results of a needs analysis carried out to provide insight into the current situation in ESP teaching to students of engineering technology at Serbian universities. Task-based language teaching is based on the recognized and validated communicative approach to language teaching, combining teaching of English for academic and professional purposes with procedures and techniques used in task-based teaching. The experimental group of students was taught using the adapted approach and modified teaching materials, while the control group was taught according to the existing syllabus. A comparison of the two groups' knowledge test results before the course and upon its completion indicates that students in the experimental group showed significantly greater progress according to all six individual criteria as well as the cumulative test score. These results confirm the greater effectiveness of the adapted approach in engineering technology ESP, primarily due to the importance of practice-oriented teaching aimed at enabling students to successfully complete target tasks in English and prepare them for effective communication in a professional environment.
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