Implementing Task-based and Self Access Learning in English Vocabulary Lessons for Undergraduates at Dali University, China

Abstract

This study has been designed to explore the implementation of Task-based and self access learning in vocabulary lessons at Dali University in China. The researcher employed two groups pretest and post test experimental research design. The data collection and analysis were from two pre and post tests scores, a questionnaire on vocabulary learning, and teacher and student logs. The pretest and posttest and questionnaire were analyzed with SPSS, and learning and teaching log were coded and categorized. The results were as follows: Task-based and self access learning can make vocabulary learning student centered in a big class at Dali University in this study by making good use of interesting design of tasks, good class management and a qualified lecturer with good language skills etc.; Task-based and self access learning can make vocabulary learning more interesting by cooperative learning, using multi-media language lab and designing and doing good vocabulary tasks; Task-Based and self access vocabulary learning could not make a better vocabulary achievement for undergraduates in Dali University than the traditional teaching in this study, but the students held positive attitude toward the method.

Key Words : Task-Based Approach, Self Access Learning, Vocabulary, Learning Strategy, Learning Autonomy