Impact of Task-based and Task-supported L2 Teaching on the Use of Connective Markers in Learners' Written Performance

Abstract

The current study investigates the impact of two types of instruction on teaching connective markers in learners' written performance. Eighty-two EFL learners were assigned to two experimental groups (EG1, n = 29 and EG2, n = 25) and one control group (CG, n = 28). The experimental groups were introduced to a set of connective markers in two sessions. EG1 followed a task-based approach, while EG2 experienced task-supported language teaching. CG took part in regular classes that were not intended to teach connective markers. The analysis of variance showed that instruction in both experimental groups positively impacted the number and quality of connective markers used in learners' essays, with a slight but non-significant advantage of TBLT in the delayed post-test. The study is timely in that it addresses an inconclusive line of research on L2 pragmatics instruction, investigates the thriving area of task-based teaching, and employs the most often-used type of essay on a nationwide secondary school-leaving examination.