|
ISSUES ON DEVELOPING STUDENTS' COMMUNICATIVE
COMPETENCE THROUGH THE TASK BASED LEARNING
Uktamjon Ortikov Xudoyberdi-o'g'li
Faculty teacher
Uzbekistan State World
Languages University
Abstract: This article analyses the efficiency of using
task-based learning in language learning process and issues on implementing it
in practice effectively. As part of a
communicative approach to teaching foreign language, the term task appears from
the beginning of the 1980s, but has not received a single interpretation among
foreign methodologists and continues to be at the center of discussions. Many
researchers understand the term (task) in a broader sense - as a unit of
teaching or learning (a unit of teaching / learning), this allows us to
correlate it with the terms "exercise" and "task" in their
wide sense.
Keywords: learner, instruction, task-based language
teaching, Task-based Instruction.
In
the process of learning a foreign language we all master knowledge in different
ways with different technologies and approaches. One of the alternatives could
be a learning technology based on completing assignments without the
traditional preparatory explanation and training of a language phenomenon. This
technology can be called a “mirror reflection” of the traditional scheme, and
not only in terms of the sequence of work with language material, but also in
the principle of its selection, presentation and organization. In the
technology of Task Based Learning the language does not act as an exercise, but
as a tool for completing a task, i.e. there is a tool to achieve the goal (as
in real communication: language is a means of communication). This technology
reflects the natural process of language acquisition: first we feel the need to
say something, then we try to say it, then we speak and try to make our
language better [4].
Task
is a communicative exercise or task characterized by predominant attention to
the content, and not to the linguistic form, correlation with the conditions of
real communication and focus on achieving a specific result.
The
term task was assigned a specific meaning, different from the broad
interpretation of the “exercise” in the domestic methodology, with the advent
of training programs that were developed based on communicative tasks. Task is
a communicative exercise or task characterized by predominant attention to the
content, and not to the linguistic form, correlation with the conditions of
real communication and focus on achieving a specific result.
Language
for us appears as a holistic phenomenon, and then its components are singled
out: vocabulary, grammar, etc. The goal of a teacher is to create an
opportunity to use language. Tasks in the format of the technology we are
considering are a type of activity in which the language being studied is used
with a communicative purpose to achieve a certain result [1].
Tasks
have an appropriate level of complexity and provide an active role for
students. During their implementation, all the knowledge and skills of students
in a foreign language are involved; the participation of all their mental
processes (selection, classification, ordering, and evaluation) is required.
Situations
in the framework of the implementation of projects based on the technology of
“task based learning” arise naturally in the communication process and are real
communication situations, not pseudo-communicative ones created intentionally
for educational purposes. That is why the stage of creating a speech utterance
in this technology is moved to the very beginning: a speech utterance is
created without reliance on explanation and repetition, as in the process of
communication. The student is focused on the content of the statement, and not
on its form. Learning through communication ensures personal involvement (as participants
say what they consider necessary and meaningful), and this is an indispensable
condition for motivation to learn a foreign language.
The
technology of “task based learning” gives students also complete freedom in
choosing language tools for completing the task. The teacher should always be
able to select tasks and change them along the way. In addition, students
themselves must evaluate the completion of the assignment. Another significant
advantage of the technology “task based learning” is that students can apply
actual knowledge from different fields that they received in their native
language, in speech in a foreign language. The specificity of this technology
is also the use of authentic materials (taken from real life, and not specially
created for educational purposes). One of the drawbacks of this technology is
related to the process of speaking. Perhaps, for those who have just started
studying a foreign language, this technology is not suitable, since they are
more focused on comprehension of linguistic phenomena.
Penny
Ur believes that Task-based Learning (TBL) / Instruction is not suitable for
teaching English in schools in non-English-speaking countries, and teachers in
this situation are much more successful in teaching using the traditional
approach. Task-based Instruction is more suitable for teaching adult motivated
students in focused on academic success and, as a rule, at a level not lower
than Intermediate.
Task-based
learning will be successful when students learn English in communicative
situations, and only focus on learning linguistic structures. Penny Ur
explained the differences and common features of these two approaches of
teaching English.
In
her presentation, she raised an interesting question: Why is Task-based Learning
so actively promoted in the methodological and educational literature? There
are many reasons for this, for example, compliance with modern theories about
the study of foreign languages. However, none of these reasons, according to
Penny Ur, justifies the enthusiasm for Task Based learning - after all, there
is no clear evidence that Task Based learning is more effective than
traditional [2].
The
traditional method, says Penny Ur, is more effective in teaching English to
beginners, as well as when you work in accordance with a strict curriculum, in
conditions of time pressure, as well as it is necessary to prepare students for
the exam.
The
most controversial point of this technology is the question of when it is more
advisable to evaluate the result (at the main stage or while working with the
language design of the text), and what are the evaluation criteria (after all,
for different tasks performed in one chain, they are different). The main thing
is to evaluate the performance of a communicative task, and not the correct use
of speech material, as is the case in traditional methods. It can be assumed
that such a shift in emphasis removes certain psychological difficulties of
students, which are usually restrained by the subconscious fear of making a
mistake in speaking in a foreign language, thus ensuring the success of its
study.
By
these reasons that the technology of “task based learning” has become a popular
means of developing fluency in speaking and motivated confidence.
It
is necessary to present the generally accepted structure of the technology
under consideration: Pre-task (pre-text stage), Task Cycle (main task), and
Language Focus (language stage). At the first stage (Pre-task), the teacher
should show students what they have to do themselves. The pre-text stage
includes presenting the topic of the assignment and, possibly, performing
exercises that allow us to repeat the potentially necessary lexical material,
or acquaintance with new language material, which will be useful in completing
the assignment. However, at subsequent stages, its use is not regulated in any
way. In any case, it is necessary to “warm up” them before their upcoming work.
This stage can be organized in various forms: as telling a personally
significant story, showing a video on a relevant topic, presenting an image or
audio material.
Often
the following question arises: in practice, we are dealing with groups
consisting of students with different levels of training. How to remove
potential difficulties? However, this can also be attributed to the advantages
of the technology under consideration, since it allows the teacher to form
groups by dividing students by the level of training, and offer them
assignments in accordance with their level or make groups multilevel so that
less prepared students perform the easier part of the task.
It
is clarified that task - based learning is one of the most worthwhile and
precise ways in teaching. As well as, it helps not solely for teachers , but
also for students in order to boost their vocabulary, lets them think
logically, be conscious of using vastly
appropriate collations in their interactions and speech, gives inspiration
of developing oratory skills for
students and also it improves learners sociability during the activity with
their partners [3].
Furthermore,
teaching English with task-based learning is able to improve student’s
receptive and productive skills efficiently as well. One point that should be
mentioned as a sample is students were given a chance of recalling all previous
learned words and provided various tasks concerning enhancing vocabulary,
especially target words which can be utilized in the topic “Environment”, were
showed a variety of illustrations with the words below as visual aid for participators
to describe, clarify good and bad consequences of human’s rapport to the
environment by means of words which submitted in pre-stage of the lesson. With
the helping of posters students were able to comprehend what the objective of
each activities and what was information given for.
Finally,
the effectiveness of the teaching English with task based learning is the most
effective teaching strategy. The other words, teachers should provide an
appropriate strategy to promote EFL/ESL learners acquisition. Using
task-based learning is the teaching
strategy that the researcher employed to improve students’ critical thinking
and speaking skills. Videos and News are authentic materials that are rich with
the reality of life, they are better encourage students to learn actual
language used. The study found a majority of students preferred this strategy.
We might state that to find the appropriate strategy may lead students to
success in acquire a foreign language.
To summarize what has been said, the advantages
of the technology of “task based learning” include:
- maximum proximity to the natural
process of learning a language;
- real communication situations;
- the involvement of all students,
regardless of the level of language training;
- the opportunity for students to choose and
use familiar grammar and lexical material, not limited to the topic being
studied;
-
flexibility in the distribution of tasks in groups and students
themselves in groups;
- the possibility of mutual verification and
evaluation of students;
- the ability to develop the completed task to
the project level;
-
communication “student-student” or “student-group” instead of
“student-teacher”.
Using the technology of "task
based learning teaching" makes it possible to:
-
Stimulate passive
vocabulary; - speak a foreign language without fear of
correction;
-
Actively monitoring the learning process;
References
1.
Avlyakulov N.Kh. Modern
teaching technologies. Tutorial. Tashkent, 2001. p. 68.
2.
Azizkhodjaeva N.N.
Pedagogical Technology and Pedagogical Master.
Tashkent, 2002. p. 35.
3.
Galskova N.D. Modern
methods of teaching foreign languages. The manual for the teacher. Moskow,
2003.
4.
Makhmutov M., Ibragimov
G.I., Ushakov M.A. (1993) Pedagogical technology, the development of students'
thinking. – Kazan.
|
