Developing student’s speaking skills by task-based language teaching methods

Аннотация

Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task-based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Speaking skill is one of the crucial parts learning and teaching another language. In the process of the learning speaking skills, the students learn to communicate in real situations. This article discussed the methods which are helpful and effective for the students’ speaking skills related to the task- based language. Moreover, there are three phrases of task-based language: pre-task, task and language focus. Keywords: Teaching and learning language, task-based approach, pre-task, task and focus of language, types of task, CLT to give an idea, without thinking whether the structure Introduction: Nowadays, person who wants to learn is correct or incorrect as they have fun in English class. second language pays attention to every detail of the However, person’s personality also plays main and language. To know how to write they learn the letters, large role on the process, like how correctly or quickly after that they learn how to read and for person answer or learn. Additionally, being risk-taker communication and understanding natives they learn and unafraid of making mistakes makes person pronunciation. The new language for being more talkative and extrovert, but they do not realize their understandable, nowadays there are strategies that mistakes. Being introvert helps to learn and practice are very vital in creating meaningful communication. more and they will do fewer mistakes and they try to For teaching it, modern teachers use the Task Based do not repeat more, and this kind of people will be Language Teaching (TBLT) which offers students proud of their language. For them do not doing material that they have to actively engage in the mistakes and practicing every day because of sounding processing of in order to achieve a goal or complete a like natives gives them motivation. task. TBLT is a traditional approach which there are three types (Grammar Translation, Audiolingual However, nowadays some students give up when they Method and Direct Method). These approaches help to have various problems like lack of motivation or being manage the language learning process and being lazy because of unhealthy lifestyle. Language teachers focused. As a coin, everything has two as this point. are in search of finding something that could create a One side was learning to speak with grammar rules, difference in their classroom. another side is being focused to language learning as The concept of TBLT was first introduced by Prabhu interaction. This approach will lead the students to talk (1987) in his Banglore Project in which he focused more during the class and outside the class in many on communication, not on explicit grammar teaching, activities like to talk about themselves, to have a joke, by engaging learners in doing „task‟. In the past 20 International Journal Of Literature And Languages 43 https://theusajournals.com/index.php/ijll International Journal Of Literature And Languages (ISSN: 2771-2834) years, task-based language teaching (TBLT) has Stage 3: Post task. A more thorough examination of attracted the attention of second language acquisition some of the structures or particular characteristics (SLA) researchers, curriculum developers, present in the language employed during the task cycle educationalists, trainers and language teachers is made possible by the framework's Post-Task phase, worldwide. To a great extent, the introduction of or language focus. As previously stated, the teacher has TBLT into the world of language education has been a the ability to evaluate the students' progress at various „top-down‟ process (Bygate, Skehan & Swain, 2001). points during the learning process. Students assess The term was coined, and the concept developed, by their performance during the post-task phase. This SLA researchers and language educators, largely in could be accomplished by contrasting their task's reaction to empirical accounts of teacher-dominated, results with those of a fluent language user. form-oriented second language classroom practice. Additionally, the teacher's response and subsequent Tasks have been widely used as vehicles to elicit practice of the language items that arose from the language production, interaction, negotiation of exercise may be included. meaning, processing of input and focus on form, all of In the past, linguists had a research about types of task. which are believed to foster second language According to N. S. Prabhu (who noticed that his acquisition (Skehan, 1996) students could learn language just as easily with non- Now I did search and learn deeper the phrase TBLT, the linguistic problem as when they were