Learning in Task-based Classroom Activities:

Accuracy of Words and Phrases

Abstract

This paper reports on a task-based learning classroom activities conducted in a pre-advanced Japanese course. In this class, students were given a task, had a brainstorming session within a group of three-persons to complete the task, and then gave an oral presentation to other groups. Sessions were recorded and transcribed. Upon analysis, it was found that students looked for the proper words to express their ideas from the brainstorming session and used more accurate expressions in the oral presentation than in the brainstorming session. This indicates that task-based learning improves the language ability in accuracy of students.