6356

6356

The influence of Task-based Instruction on speaking

Master of Arts

Foreign Languages

December 2004

December 2004

Abstract To determine the influence of Task-based Instruction on speaking skill of EFL Iranian learners, thirty nine foreign language learners studying Head way series (advanced) and Passages (upper-intermediate) were randomly selected from two major language institutes of the city of Karaj namely Jahad Daneshgahi and Kish Way. To select these learners as the participants of the study a pre-test, which was a sample of IELTS speaking test, was administered and thirty-nine learners who got the range score of 63-72, which is called S_3 level on the scale of (FSI), were randomly assigned to two classes. The first class, the experimental group, received Task-based Instruction and the second class, the control group, received a placebo. During ten ninety-minute sessions, experimental group worked on different types of tasks. In this class each activity was approached in three stages: pre-task, task, and post-task. On the other hand, the control group received a traditional approach to foreign language teaching. Although this study was conducted to determine the influence of Task-based Instruction on speaking skill of the learners, other three skills of language were approached and worked on through the principles of Task-based Instruction as well. To see possible significant changes in the speaking of the learners, an IELTS speaking test was used as a pos-test and two raters scored learners' speech sample. Analyzing the collected data, it was revealed that there was a significant improvement in the speaking skill of the learners who had received Task-based Instruction. It was concluded that the centrality of learners, accounting learners' needs, the constant opportunities for learners to communicate, reducing of psychological barriers, and authenticity of the materials are but a few reasons for the suitability of Task-based Instruction to be used for improving learners' speaking skill