The ministry of higher and secondary special education of the republic of uzbekistan termiz state university course work theme: the effectiveness of a task based

The actuality of the theme. In order to improve the training and provide better knowledge of foreign languages we have to accelerate the realization of the National Programmer of Personnel Training in the country. As in many other aspects of life the situation changed in a language policy. That requires creation of new textbooks, dictionaries, manuals. In order to fulfill this goals one must know every field of linguistics. In our opinion the theme of the work is very actual because there is no enough manual which learns the TASK-BASED in teaching speaking for students.
The object of the course work is to describe the processes used to implement the PBL technique to help the teacher to teach speaking more effectively.
The subject of the work is analyzing the TASK-BASED Learning in oral module.
The aim of the research is to compare, analyze and find examples which belong to components of PBL, as well as teaching speaking.
The research tasks are set as followings:

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  to describe the significances of PBL;
  
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  to identify main compounds of the TASK-BASED Learning in oral module;
  
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  to analyze the implementation of effective methods in teaching speaking skills ;
  

The practical and theoretical value of the research is that the material and the results of the given course work can serve the material for theoretical courses of methodology and linguistics.
The methods of the course work are descriptive method and comparative method.
The structure of the work. The course work consists of introduction, main part and conclusion , which are followed by the list of the literature used in the course of research.

1. DEFINITION OF A TASK
Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct connection to real-life situations.
Others, like Prabhu in the Bangalore Project, thought that tasks were a way of tapping into learners' natural mechanisms for second-language acquisition, and weren't concerned with real-life communication per se.TBLT was popularized by N. S. Prabhu while working in Bangalore, India, according to Jeremy Harmer. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include Teresa P. Pica, Martin East, and Michael Long.
A concept, earlier known as the "communicative activity" in 1970s and 80's[1] was later replaced by the term task has since been defined differently by different scholars. Willis (1996) has defined a task as a goal based activity involving the use of the learners' existing language resources, that leads to the outcome. ²
Examples include playing games, and solving problems and puzzles etc. Ellis (2003) defines a task as a work plan that involves a pragmatic processing of language, using the learners' existing language resources and attention to meaning, and resulting in the completion of an outcome which can be assessed for its communicative function. David Nunan (2004) draws upon the definitions given by other experts, of two types of tasks: target tasks and pedagogical tasks. Targets tasks refer to doing something outside the classroom and in the real world; whereas pedagogical tasks refer to the tasks students perform inside the classroom and in response to target language input or processing. Nunan concludes that target tasks may be non-linguistic.
He defines pedagogical task as a classroom activity that involves a student to understand and produce the target language while focusing on conveying the meaning and not being too concerned with form. On the other hand, Long (1985) defines a task as things people do in everyday life.
According to Rod Ellis, a task has four main characteristics:
A task involves a primary focus on (pragmatic) meaning.
A task has some kind of ‘gap’. (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap.)
The participants choose the linguistic resources needed to complete the task.
A task has a clearly defined, non-linguistic outcome.
The core of the lesson or project is, as the name suggests, the task. Teachers and curriculum developers should bear in mind that any attention to form, i.e., grammar or vocabulary, increases the likelihood that learners may be distracted from the task itself and become preoccupied with detecting and correcting errors and/or looking up language in dictionaries and grammar references. Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline:
Pre-task
In the pre-task, the teacher will present what will be expected from the students in the task phase. Additionally, in the "weak" form of TBLT, the teacher may prime the students with key vocabulary or grammatical constructs, although this can mean that the activity is, in effect, more similar to the more traditional present-practice-produce (PPP) paradigm. In "strong" task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves. The instructors may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.
Task
During the task phase, the students perform the task, typically in small groups, although this depends on the type of activity. Unless the teacher plays a particular role in the task, the teacher's role is typically limited to one of an observer or counselor—thereby making it a more student-centered methodology.
Review
If learners have created tangible linguistic products, e.g. text, montage, presentation, audio or video recording, learners can review each other's work and offer constructive feedback. If a task is set to extend over longer periods of time, e.g. weeks, and includes iterative cycles of constructive activity followed by review, TBLT can be seen as analogous to Project-based learning.
Communicative tasks are defined as activities in which meaning is primary, there is a goal which needs to be worked toward, there is a real world relationship and the interaction among students is the means for achieving the task outcome. However, it was assumed that adopting communicative tasks alone is not adequate as it leads the learner to prioritize meaning and neglect focus on form either to achieve accuracy or precision in speaking. Hence, the cognitive approach focuses on how tasks are implemented to maximize chances of focus on form. The cognitive approach is an information processing theory concerned with the nature of what is learned, the role of consciousness, the role of performance factors, and the way attention impacts upon language learning. The present study aimed at investigating the effectiveness of tackling communicative tasks in the light of the cognitive approach principles throughout a proposed program in developing the speaking skills of 1st year secondary students. The study adopted the quasi- experimental pretest-posttest control group design. ³
A group of 76 first year secondary students were randomly selected from one of Cairo governmental schools, namely Saray El Kobba Secondary School for Girls, in the school year 2005-2006 (38 students in the experimental group and 38 students in the control group). Students of the experimental group received training through the suggested program; while students in the control group received regular instruction. To determine the most important speaking skills to be developed throughout the program, a checklist was designed and approved by a jury of subject matter specialists. Based on these speaking skills, a speaking proficiency test was developed and used as a pre-post test.
A task-based program was developed by the researcher based on the cognitive approach principles to develop the experimental group's speaking skills. The program was taught over a period of three months. By the end of the treatment, a post- test was administered to both the experimental and control groups to find out the effectiveness of the program in developing the experimental group students' identified speaking skills. Most of the study results provided support for the hypotheses. The study showed evidence that: There were statistically significant differences at 0.01 level between the mean scores of the experimental group exposed to the suggested task-based program, and the control group receiving regular instruction on the post-test in favor of the experimental group in overall speaking proficiency as well as in the speaking sub-skills (grammatical, discourse and pragmatic competences subskills), as well as in fluency. Besides, there were statistically significant differences at 0.01 level between the mean scores of the experimental group on the speaking pre-test and post-test in favor of the post-test scores in overall speaking proficiency as well as in speaking sub-skills (grammatical, discourse and pragmatic subskills), as well as in fluency. It was concluded that the program designed according to task-based instruction proved to be effective in improving first year secondary students' speaking skills. It was recommended that: (1) Speaking instruction should be given more attention in our EFL classes. More time and effort should be exerted to develop this main skill and its sub-skills. (2) Teaching speaking should be grounded in an adequate approach--the cognitive approach--to develop its skills adequately. (3) Teachers should adopt task-based instruction in teaching speaking to their students. Thus, speaking sub-skills can be taught in the context of communicative speaking tasks, taking into consideration the implications of the cognitive approach to language learning. The following are appended: (1) Teachers/supervisors questionnaire; (2) The first/final form of the speaking skills checklist; and Names of the jury; (3) The speaking test in its final form; Names of the jury who validated the test; Criteria for judging the test validity; and Time allotted for test sections; (4) The rates' training checklist; Samples of students' performance on the pre/post test; and Names of the raters who scored the test; (5) Activities used to develop speaking skills in each lesson; Approximate time allotted for class activities; The Names of the jury members who approved the program; and Criteria for judging the suitability of the program; and (6) The suggested program lessons; and Names of the teachers who approved the listening texts. (Contains 28 tables, 13 figures, and a bibliography.)⁴
Communicative tasks are defined as activities in which meaning is primary, there is a goal which needs to be worked toward, there is a real world relationship and the interaction among students is the means for achieving the task outcome. However, it was assumed that adopting communicative tasks alone is not adequate as it leads the learner to prioritize meaning and neglect focus on form either to achieve accuracy or precision in speaking. Hence, the cognitive approach focuses on how tasks are implemented to maximize chances of focus on form. Thecognitive approach is an information processing theory concerned with the nature of what is learned, the role of consciousness, the role of performance factors, and the way attention impacts upon language learning. The present study aimed at investigating the effectiveness of tackling communicative tasks in the light of the cognitive approach principles throughout a proposed program in developing the speaking skills of 1st year secondary students. The study adopted the quasi-experimental pretest-posttest control group design. A group of 76 first year secondary students were randomly selected from one of Cairo governmental schools, namely Saray El Kobba Secondary School for Girls, in the school year 2005-2006 (38 students in the experimental group and 38 students in the control group). Students of the experimental group received training through the suggested program; while students in the control group received regular instruction. To determine the most important speaking skills to be developed throughout the program, a checklist was designed and approved by a jury of subject matter specialists. Based on these speaking skills, a speaking proficiency test was developed and used as a pre-post test. ⁵
A task-based program was developed by the researcher based on the cognitive approach principles to develop the experimental group’s speaking skills. The program was taught over a period of three months.By the end of the treatment, a post- test was administered to both the experimental and control groups to find out the effectiveness of the program in developing the experimental group students’ identified speaking skills. Most of the study results provided support for the hypotheses. It was concluded that the program designed according to task- based instruction proved to be effective in improving first-year secondary students’ speaking skills. It was recommend that EFL teachers should adopt task-based instruction in teaching speaking to their students. Thus, speaking sub-skills can be taught in the context of communicative speaking tasks, taking into consideration the implications of the cognitive approach to language learning.⁶