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19DIFFERENT METHODS OF USING TBLT THROUGH SKILL
INTEGRATION Abdullayeva N.O.
Abdullayeva Nasiba Orzuyevna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals unlike other methods, Task-Based Language teaching offers an alternative _ for language teachers.
Keywords: motivate, resemblance, communicate, self-esteem, information-gap, reasoning-gap, and opinion-gap, authentic materials.
As we mentioned above, one of the problems in the learning and use of English language is that students in general learners do not know how it can be used outside the classroom. In TBLT approach grammar teaching is not central because learners will acquire the required grammar as a by-product of carrying out tasks. Finally, tasks motivate learners and engage them in meaningful communication. One more important factor of teaching English as a foreign language, tasks should bear some resemblance to real-life language use. Examples of real-world tasks can be reading a set of instructions for assembling an instrument, finding solutions for a puzzle, reading a map or diagram and giving directions, writing recipes, creating stories and others. What is more, the usage of TBLT approach requires us to integrate the four skills which are also key factors for developing communicative competence of the learners. We also want to stress that TBLT focuses more on the process rather than the product. To support this view, we can use Stinson1 approach called process drama, where drama in the classroom focuses on the process for using language rather than on product and where both students and teachers work together. Process drama not only protects the student's self-esteem, but also provides enjoyable reasons for oral language activities. This approach provides a context for repetition, practice and preparation.
While considering TBLT tasks, Richards et al state "An activity or action which is carried out as the result of processing or understanding language. For example, drawing a map while listening to a tape, listening to an instruction and performing a command. Task may or may not involve the production of a language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative ...since it proficeds a purpose for a classroom activity which goes beyond the practice of a language for its own sake.2
According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.
Information-gap activity, which involves a transfer of given information from one person to another - or from one form to another, or from one place to another - generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.
1 Stinson. Task based teaching approach. 2005.
2 Richards, Platt and Weber. 1986, p. 289.
Reasoning gap, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher's timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.
Opinion gap, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one's opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.
Here below we can suggest some TBLT activities which can be used in EFL classes. All these activities use at least two skills in integration which is very helpful for developing learners' communicative competence.
1. Road Trip.
This activity can be started by asking students where they are going to travel over winter break or summer vacation and if not, let them help plan a trip. It is not important whether you take one of these proposed trips or not, but it will help our students feel like they are making an impact on our life, the same way they know that you are impacting their lives. For this activity, we should have enough maps for each group in our class. Because our students are likely more familiar with their home country than the country whose language they are studying, we should be sure to have local maps—and everyone should work under the assumption that this is going to be a true "road trip," meaning that you will be driving.
References
1. Harmer Jeremy. The Practice of English Language Teaching. Harlow: Longman, 2001.
2. Jolly and Bolitho R. Material design, 2000.
LANGUAGE SKILLS ASSESSMENT: ADVANTAGES AND DISADVANTAGES OF MULTIPLE CHOICE TESTS
Nizamova R.A.
Nizamova Ra 'no Akhmadjanovna - Teacher, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, UZBEKISTAN, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion describes advantages and disadvantages of multiple choice tests in language skills assessment. The author underlines that multiple choice tests could be successfully usedfor testing grammar, as well as for testing listening or reading skills. Keywords: multiple choice tests, skills, language, demand, abilities, students, testing, distractors.
It is not surprising why we have started exactly with multiple-choice tests. To the author's concern these tests are widely used by teachers in their teaching practice, and, moreover, are favoured by the students. Heaton believes that multiple-choice questions are basically employed to test vocabulary. However, we can argue with the statement, for the
