英国萨塞克斯论文代写:学习的官方政策

Keywords:英国萨塞克斯论文代写

它是教学和学习过程中英语在Malang州理工学院工商管理系外语是通过任务型学习的官方政策（TBL）的方法。TBL已通过Malang州理工学院工商管理系，作为交际语言教学的最新实现的（CLT）的方法，就是一个实现的总体能力本位课程的部门员工。在这部英语教学主题的选择与需求分析开始；部门定期走访企业调查雇主期望他们未来的员工的技能。大多数企业，尤其是外资企业，希望他们未来的员工具备足够的英语口语能力优先。因此，英语教学的第一目标在本部门的外语是对学生口语交际能力充足。在这项研究中，我定义了一个任务作为课堂活动的重点是意义而不是形式，要求学习者用英语对口语交际能力的目标语言的运用达到现实生活中可观察到的结果。附件1是任务型教学活动为例，开发所需的技能需求分析和相应的任务型活动的结合似乎是发展所需的技能，最有效的方法。实施基于任务的学习已经很不幸他有限的成功。大多数学生从工商管理系毕业不具备足够的口语沟通能力。这个问题在印尼的高等教育机构是常见的，尤其是在非英语系。我在这个非英语系教学的非正式的观察，这种缺乏的成功在某种程度上是由于教师有限的熟悉适合实施任务型学习。需要采取措施来提高对TBL实施质量，这可以通过适当的操纵任务的特点和条件，做。
英国萨塞克斯论文代写:学习的官方政策
It is official policy that the teaching and learning process of English as a foreign language at the Business Administration Department of the State Polytechnic of Malang is through a Task-Based Learning (TBL) approach. TBL has been adopted by the Business Administration department of the State Polytechnic of Malang because, as the latest realization of the Communicative Language Teaching (CLT) approach, TBL is an implementation of the overarching Competency-Based curriculum the department employs. The selection of English teaching topics in this department is initiated with a needs analysis; the department regularly visits companies to survey employers' expectation of their future employees' skills. Most companies, especially the foreign companies, expect that their future employees possess adequate English oral communication skills as the first priority. Thus, the first goal of the teaching of English as a foreign language at this department is toward students' adequate oral communication proficiency. In this study, I define a task as a classroom activity that is focused on meaning rather than on form and that requires the learners to achieve observable outcomes by employing English as the target language for oral communication skills as used in real life. Appendix 1 is an example of TBL activity to develop the required skills.The combination of needs analysis and appropriate TBL activities would seem to be the most effective way to develop the required skills. The implementation of Task-Based Learning has unfortunately had limited success to date. Most students graduating from the Business Administration department do not possess adequate oral communication skills. This problem is common among Indonesian tertiary education institutions, especially in the non-English departments. With my informal observation of teaching in this non-English department, this lack of success is in some part due to teachers' limited familiarity with suitable and appropriate implementation of Task-Based Learning. Measures need to be taken to improve the quality of the implementation of the TBL and this can be done through appropriately manipulating task characteristics and conditions.