TASK-BASED LANGUAGE TEACHING (TBLT) IN DEVELOPING SPEAKING SKILLS AT SECONDARY SCHOOL

ABSTRACT

It has been demonstrated that Task-Based Language Teaching (TBLT) is a successful approach for helping secondary school pupils improve their speaking abilities. This method bridges the gap between theoretical language knowledge and practical application by emphasizing real-world tasks that promote meaningful communication. In contrast to conventional approaches, TBLT emphasizes getting students involved in interactive exercises including role-playing, problem-solving, and group discussions.

This study investigates the fundamentals of TBLT, how it is applied in the classroom, and how it affects students' ability to speak more fluently. The research demonstrates how TBLT promotes communicative competence and increases confidence in real-life situations by addressing important elements including task design, student participation, and the integration of language skills.

Кеуwords: Task-Based Language Teaching (TBLT), Secondary school students, Real-world tasks, Communicative competence, Problem-solving.

Introduction

Task-Based Language Teaching (TBLT) has become a very popular method for teaching languages, especially when it comes to improving the speaking abilities of secondary school pupils. Speaking, an essential part of communication, can be difficult for students who find it difficult to become confident and fluent in everyday situations. Conventional teaching approaches usually don't give students enough chances to practice speaking in real-world situations because they place more emphasis on vocabulary and grammar than on meaningful communication. TBLT, on the other hand, emphasizes the use of authentic projects that motivate students to use language in an interactive and useful manner. Through active engagement and the simulation of real-world scenarios, TBLT gives students the chance to improve their communication skills.

The study's hypothesis is that because Task-Based Language Teaching (TBLT) promotes active communication and gives language use a real-world context, it will greatly enhance secondary school students' speaking abilities.

The research's methodology is founded on task-based learning, communicative language teaching, and psychological theories of second language acquisition. The study combines theoretical analysis with real-world TBLT implementation in secondary school classrooms. Reviewing the literature, watching TBLT in action, analyzing classroom assignments, surveying and interviewing instructors and students, and comparing task-based and traditional ways of teaching speaking are some examples of research methodologies.

The foundation of TBLT is the belief that language acquisition should be focused on real-world activities that mimic language use in actual contexts outside of the classroom. By encouraging pupils to actively use the language for genuine reasons, this method seeks to improve their communication ability. The emphasis on job fulfillment as opposed to just linguistic forms is one of the fundamental tenets of TBLT. Engaging pupils in activities that demand meaningful language use, including problem-solving, project completion, or meaning negotiation, is the aim. Instead of learning vocabulary or rules by heart, students acquire the language organically through these activities, which allow them to use it in context.

One common type of task in TBLT is the *information gap task*, where students share different pieces of information to achieve a common goal. For example, in a role-play activity, one student might have a map while the other has directions, requiring them to ask questions and exchange information to reach the destination. These tasks promote interaction, problem-solving, and practical language use, enhancing students' speaking and listening skills.

Another key type of task is the *opinion exchange task*, which involves students sharing and justifying their opinions on a specific topic. These tasks encourage critical thinking and clear expression of ideas, often through debates, discussions, or group decision-making. For instance, students might discuss the pros and cons of a social issue like climate change or online education and then present their viewpoints.

Secondary school students, who are usually between the ages of 12 and 18, have a variety of developmental, cognitive, emotional, and social characteristics that have a big impact on how they learn, especially when it comes to language. To apply Task-Based Language Teaching (TBLT) successfully and create tasks that correspond with students' developmental phases, it is imperative to comprehend these age-specific traits. As they go from childhood into adolescent, secondary school pupils are in a life transition that presents both special opportunities and obstacles for language acquisition.

Students in secondary school, however, frequently feel a greater need for independence and individuality. As teenagers, they are growing increasingly self-reliant and frequently attempting to define their own beliefs, values, and identity. This need for independence can occasionally result in opposition to authority figures or traditional educational strategies.

Achieving successful task completion in Task-Based Language Teaching (TBLT) requires proper responsibility distribution and efficient student grouping. Students' cooperation and interaction are improved when they are divided into groups and given designated roles. It also promotes an organized method of finishing the assignment. Because it fosters a supportive environment where students may practice language skills in context, gain confidence, and learn from one another, this is very advantageous for language acquisition. Through meticulous group and responsibility planning, educators may optimize the learning outcomes of assignments and establish a dynamic classroom environment that encourages participation and collaboration.

In conclusion , the implementation of a task in TBLT consists of a number of meticulously planned stages: the pre-task phase, during which students get ready and become acquainted with the task; the main task phase, during which they actively participate and utilize the language; and the post-task phase, during which they reflect, get feedback, and synthesize their learning . Every stage has a specific function and adds to a rich, fulfilling language learning experience. Through these processes, TBLT helps students develop their confidence, communication competence, and comprehension of language use in everyday situations. Students can actively participate in this methodical yet adaptable approach, practice language in real-world contexts, and eventually improve their proficiency and confidence as language users.

References:

1. Van den Branden, K. Task-based Language Teaching: A Reader. Cambridge: Cambridge University Press, 2021.
2. Willis, J., and Willis, D. Doing Task-based Teaching. Oxford: Oxford University Press, 2020.
3. 6. Willis, J., and Willis, D. Doing Task-based Teaching. Oxford: Oxford University Press, 2020.
4. Krashen, S. D. Second Language Acquisition and Second Language Learning. 2nd ed. Oxford: Pergamon Press, 2023.