6THE EFFICIENCY OF TASK-BASED LANGUAGE INSTRUCTION IN RAISING PUPILS' SPEAKING PROFICIENCY
Akhmadjanova Munisa Mukhammad qizi
Student of the Faculty of Foreign Language and Literature Chirchik State Pedagogical University E-mail: ahmadj anovamunisa28@gmail .com Scientific supervisor: Umarova Dilafruz Razzakberdiyevna
ABSTRACT
This study aims to find out the effectiveness of Task-Based English Teaching (TBLT) to improve college students' speaking skills. Teaching speaking is considered to be difficult as there are various factors involved, both from the teachers' part and the students' as well. TBLT uses authentic sources of teaching materials with tasks as the essence of the teaching instructions.
Practice has shown that low-level proficiency students have problems expressing themselves using accurate, fluent and even simple sentences. This is reflected in their final oral exams. Hesitation to speak English might be because students have underdeveloped speaking skills as they do not use the language in real-life situations. For this reason students need extensive help and exposure to the English language. Task-based language teaching is an approach seeking to provide learners with a natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning (Larsen Freeman 2000:114). The paper elaborates and analyzes the effectiveness of the task-based learning approach on the development of students speaking skills in academic settings.
Keywords: language teaching, task-based approach, speaking skills, Critical Thinking, Speaking proficiency,
INTRODUCTION
Task-Based Language Instruction (TBLI) has gained significant attention in language teaching as an effective approach to develop pupils' speaking proficiency. This article delves into the efficiency of TBLI in enhancing pupils' speaking skills. Speaking proficiency plays a vital role in effective communication; yet traditional language instruction often falls short in adequately addressing this aspect. By exploring the theoretical foundations, research findings, and practical implications of TBLI,
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this article aims to highlight its potential in raising pupils' speaking proficiency and promoting authentic language use.
Speaking has a specific function in any type of language instruction. Teachers and language researchers used to prioritise written language above spoken language since studying speaking was more difficult. Speaking became part of teaching, learning, and assessment around two decades ago. However, the focus was not on the development of spoken discourse. (Cater & Nunan, 2001). METHODOLOGY
Task-Based Language Instruction (TBLI) is an instructional approach that places emphasis on engaging learners in authentic, real-life tasks to facilitate language learning. Unlike traditional methods that focus primarily on grammar and vocabulary, TBLI aims to provide learners with meaningful opportunities to communicate and use the language in purposeful contexts. Task-based learning is an excellent way to get students engaged and using English. That, plus the collaborative element, builds confidence in language and social situations. It's also been shown to align with how we learn a language.
Task-Based Learning (TBL) is all about your students creating, producing, or designing something in class... it could be anything... anything at all. TBL includes the 21st Century skills of Communication, Collaboration, Creativity, and Critical Thinking (4C's) and can also be described as a short interactive assignment that results in a finished product.
The Task part of Task-Based Learning has been (more or less) defined by linguistic scholars as:
things people do in everyday life (Long, 1985).
a goal-oriented activity that leads to an outcome or result (Willis, 1996). a completed work plan which can be assessed (Ellis, 2003). What kind of activity is a task?
In 2007, Jane Willis and her husband Dave Willis came up with the following criteria in their book Doing Task-Based Teaching (pp. 12-14) which can be used to discern a task:
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of the result?
Is completion a priority?
Does the activity relate to real-world activities?
If your answer is yes to all the questions, you can be sure that the classroom ac-
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tivity you have in mind is task-like.
TBL is an approach to teaching that was originally used by second or foreign-language teachers. It is an approach that stems from Communicative Language Teaching (CLT) - a language teacher methodology - which emerged in the 1970s.
Language teachers originally adopted Task-Based Learning for a variety of reasons with the most important being the desire to make their classrooms more student-centered, communicative, and collaborative by incorporating more interactive tasks.
Task-Based Learning (TBL) is also known as Task-Based Language Teaching (TBLT) and Task-Based Instruction (TBI). Its principal focus is on the completion of meaningful tasks. Such tasks can include creating a poster, producing a newsletter, video, or pamphlet, or designing a map of the school or neighborhood. The TBL formula includes the following stages:
Pre-task; The teacher introduces the topic and gives students clear instructions and guidelines on what they will be doing during the three-part task cycle (below). This phase will give students a clear understanding of what will be expected of them and include any important knowledge or details they need to know.
This is also a good time to lead into the task by brainstorming or asking questions about the topic. Teachers can also get students ready for the task by presenting an example of the task or introducing a picture, audio, or video which will be useful in completing the task.
Task; Students get ready to do the task. Students are given what they need to complete the task (handouts and written instructions) and are assigned to work in pairs or small groups while the teacher monitors and offers encouragement when necessary. The teacher's role is typically limited to one of a coach, guide, and facilitator.
Plan; Students work on the task in pairs or small groups and prepare to report or present their results or product. They make important decisions about their presentation and assign each person in the group with a part of the task to present, so everyone takes responsibility during the report stage. The group rehearses its presentation. The teacher walks around, helps if needed, and takes notes on anything that needs to be addressed after the presentations.
Report/Present; Students present their findings to the class in the form of a presentation. The rest of the class listens to the reports and writes down feedback which will be given to the presenters after all reports have been heard. The class can also ask questions or provide some quick oral feedback after each presentation. The teacher also gives feedback on the content as well. Students vote on the best presentation, report, or product.
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After presenting their completed task, others in the class can offer constructive feedback.
RESULTS AND DISCUSSION
Speaking proficiency holds immense importance in language learning as it enables learners to express themselves fluently, accurately, and confidently. It is the primary means of communication in real-life situations, and neglecting its development can hinder learners' overall language skills. Enhancing speaking proficiency empowers learners to engage in effective oral communication, actively participate in social interactions, and express their thoughts and ideas with clarity.
TBLI aligns with various theoretical perspectives that emphasize the importance of meaningful communication and authentic language use in language learning. Sociocultural theory underscores the role of social interaction and collaborative learning in language development. Constructivism highlights the active construction of knowledge through meaningful tasks, and the interactionist approach underscores the significance of communication in language acquisition. TBLI integrates these perspectives by providing learners with opportunities to engage in purposeful tasks that promote authentic language use and interaction.
A growing body of research supports the efficiency of TBLI in raising pupils' speaking proficiency. Studies have consistently shown that TBLI positively impacts learners' fluency, accuracy, complexity, and confidence in speaking. By engaging in authentic tasks, learners are motivated to use the language in meaningful contexts, leading to improved speaking abilities. Research also indicates that TBLI promotes learner autonomy, as learners take ownership of their learning process and actively participate in task completion.
Implementing TBLI in language classrooms requires careful planning and task design. Teachers should select tasks that are relevant, authentic, and aligned with learners' interests and needs. Tasks should provide opportunities for learners to engage in meaningful communication, collaborate with peers, and receive constructive feedback. The role of the teacher is crucial in facilitating TBLI. They create a supportive learning environment, provide guidance, and scaffold learners' language development. Teachers can also incorporate technology, authentic materials, and reallife situations to enhance the authenticity of tasks.
Assessing speaking proficiency within a TBLI framework requires a comprehensive approach. Formative assessment strategies, such as observations, self-assessment, and peer feedback, can provide valuable insights into learners' progress. Teachers can also design assessment tasks that simulate real-life communication situ-
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ations, enabling learners to demonstrate their speaking skills authentically. Assessments should focus on both fluency and accuracy, considering factors such as pronunciation, vocabulary use, grammatical accuracy, and coherence.
CONCLUSION
Task-Based Language Instruction (TBLI) has demonstrated to be an effective method for increasing students' speaking skills. By incorporating actual exercises and meaningful conversation into language training, TBLI enables students to improve their speaking abilities and interact in real-world situations. The theoretical foundations, empirical data, and practical implementation tactics addressed in this article demonstrate TBLI's potential for developing genuine language usage and speaking skill. As educators continue to investigate novel ways to language education, TBLI emerges as a potent instrument for providing students with the speaking abilities required for effective communication in the modern world.
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