Task Based Learning for School Learners to Increase Learners Speaking and Writing Skills Kurbanova Gyulsanem Kenesbaevna

Аннотация

The introduction provides the rationale for the topic focusing on the challenges and solutions in TBL and especially working with students to increase their speaking and listening skills. Keywords: Сommunication, language aquisition, modification, fluency, accuracy, motivation, reliability. Introduction: Task-based learning (TBL) encourages “Learning a second or foreign language may be language learners to complete meaningful interactive facilitated using a teaching strategy known as Task- tasks which, in turn, encourages communication based learning (Ellis et al., 2019). Tasks assigned in class between learners and between the learner and the are oriented at fostering language acquisition and teacher (Wills and Willis, 2007). TBL requires learners development (Tan, 2021). Within the context of the TBL to use the target language with a specific objective in curriculum, a focus on grammatical and lexical norm is mind, for example writing a letter, planning a trip to a reduced in preference of a strategy that is more specific destination or designing a project in a team- realistically practical and interactive (Rachayon & based situation (Wills and Willis, 2007). Soontornwipast, 2019)”. The communication that TBL encourages enables The ability to communicate effectively is essential for discussions of the target language and the ways in learning a new language. This feedback loop allows which the language should be used which encourages learners to revise their dialogue in consultation with deeper learning and the acquisition of a larger their language partners, resulting in clear and vocabulary (Wills and Willis, 2007). Task-based understandable information (Masuram & Sripada, teaching presents various challenges for teachers in 2020). By negotiating, students are more likely to be terms of how to develop the tasks that are specified in conscious of the formal aspects of the target language. a task-based syllabus into specific lessons (Skehan, This can be done by emphasizing the shape of the 2018) and how to encourage participation of all language, which students may not always be aware of learners in TBL and task-based lessons (Ellis, 2020). (González-Lloret, 2019). In order to acquire a second language, it is necessary for students to concentrate on The rationale for this choice of topic is that whilst TBL the forms of the target language. In consideration of is highly effective method for language learning this, it may be deduced that value consistency and because it encourages the learner to acquire/use the input modification are both significant (Fang, et al., target language as a tool and not simply as a goal 2021). (Dorathy, 2018), TBL presents key challenges for both teachers and learners. The aim of the essay is to According to this point of view, tasks provide students highlight the main challenges and possible ways of with a beneficial opportunity to analyze the overcoming these challenges so that the multiple significance of the material, make modifications to the benefits of this learning approach can be harnessed. content, and focus on the formal aspects of the language they are attempting to acquire (Bhandari, Concept of TBL and effect on Learners Performance 2020). American Journal Of Philological Sciences 268 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) Learner outcomes are regarded as being of the utmost (Lukas & Yunus, 2021). This indicates that for second significance in the process of education because they language learning, students build knowledge together assist learners in transitioning from an understanding cooperatively as a mutual activity. of the semantics of the target language to an This engages students' interest in cognitive procedures understanding of how to interpret it, in addition they related to second language learning, which in turn assist students in testing hypotheses regarding the promotes learning, as Ellis (2000) explains: " First, target language. For these reasons, learner outcomes learners work with a partner to perform a new activity. are considered to be of the utmost significance After they have learned the skill, they are able to do it (Nassaji, 2020). Students are able to identify the gap on their own." (p. 209), a process that helps people between what they intend to express in their second learn new skills or techniques is called scaffolding. language and what they are really capable of Collaborative activities that involve knowledge sharing communicating due to this technique. This allows are an effective way for students to learn a second students to develop on the “linguistic abilities they language. Previous research has shown that working already possess, enabling them to overcome the gap” together on atasks helps students learn more (Chong & Reinders, 2020). In other words, production effectively, and collaborative activities can help provides students with a unique opportunity to actively