CHAPTER II

THEORY AND HYPOTHESIS

(Introduction)

The TBL (Task -Based Learning Approach) is an approach to teach English in

an ESL classroom; this approach makes easier for teachers to teach to learn any
foreignthe target language and for learners to learn itto teach English in class. By
usingWith this approach, teachers may develop a series of speaking activities in which
what is introduced at the beginning of the class is developed during the whole class,
including the homework assignments; this may motivates students to be actively
participating in the learning process since students are exposed to natural contexts.
According to “ONTESOL” (nd. P. 1), “in order to fully learn a foreignacquire language,
it must have real meaning by being used in natural contexts.” Additionally, this
approach also motivates students to interact among them so that the learning process
will become more interesting for them.

Before knowing about the TBL approach, researchers had the necessity to build
the theoretical framework which is presented in this chapter. Chapter II contains: some
definitions of “Task,” which is the main chore of thise approach. At the same time, this
chapter contains a definition about Task-Based Learning Approach. Likewise, it
presents the six main steps to develop a TBL lesson, and it also explains the advantages
and principles that govern this approach; furthermore, teacher’s and student’s roles are
listed.

The research team agreed to add information about students’ English oral
production; that is why, speaking and sub- speaking skills are explained. In addition,
both input and output are essential to develop students’ speaking skill, so they are
included, too. This chapter also presents information showing the relation between the
independent and dependent variables. Finally, it contains a conclusion about the
findings to build this literature review. (REWRITE THIS LAST STATEMENT, YOU
DON’T HAVE FINDINGS YET. WHAT YOU INCLUDE HERE IS “CLOSING
STATEMENTS ABOUT THE LITERATURE YOU HAVE BUILT ABOUT BOTH
VARIABLES.
 (Independent variable)

2.1. The Use of the Task-Based Learning Approach (Independent

Variable)

2.2. Definitions of Task

“Tasks are meaningful, and in doing them, students need to communicate.’’
( Larsen- Freeman & Anderson, 1986 p. 149) This means that tasks are performed by
students, and in this, students use the target language to complete the task.

In the same way, a task can be defined as an activity in which “meaning is

primary; there is some communication problem to solve, etc.” (Peter Skehan’s, 1998).
He believes that a task takes part of the communicative process in which students have
to go through in order to acquire a new language.

The research team defined a task as a real world situation that takes place in a
classroom in which students have to use the knowledge they have about certain topics to
solve it. Also, it is important to know that the concept of task and its usages can vary
from one student to another, according to their needs. All the definitions of task can be
used in order to make clear what the Task-Based Learning approach means.

2.3. Definition of Task- Based Learning Approach

Harmer (1988) believes that Task-Based Learning makes the performance of

meaningful tasks central to the learning process. In this approach, activities are
presented as problem-solving or as tasks to perform to allow language acquisition. That
is why, language is not focused on structure or function but on its forms because all
lessons are based around a central task. In the words of “Teaching (2019)”, the aim of
TBL is to integrate all four skills and to move from fluency to accuracy plus fluency.
The range of tasks available (reading texts, listening texts, problem-solving, role-plays,
questionnaires, etc.) offers great flexibility in this model and should lead to more
motivating activities for the learners. If the focus is taken away from form and
structures, students can develop the ability to do things in English.
 That does not mean that there will be no attention paid to accuracy; work on
language is included in each task and feedback and language focus have their places in
the lesson plan (Krashen, 1996). With this, he stays that even though accuracy is not the
main chore it takes place in some stages of the lesson. For example, while doing the
task students have to communicate, and for sure, they have to make use of accuracy. On
the other hand, Scrivener (2005) claims that a balance should be kept between fluency,
which is what the task provides and accuracy, which is provided by task feedback. He
assures that both, fluency and accuracy are equally important; fluency is provided by
the task itself. In the task, students have to talk in order to complete what the teacher has
asked, and accuracy is provided by the task feedback, which helps students be aware of
their own mistakes and be ready for next tasks.

2.4. Phases of the Task-Based Learning Approach

Current research by “Teaching” (2019) proves that the TBL approach is divided
into the following stages:

2.4.1 Pre-task
The teacher introduces the topic and gives the students clear instructions on what
they will have to do and helps the students to recall some language that may be useful
for the task. At this stage, the task can be exemplified for students to know what will be
expected from them. The students can take notes and spend time preparing themselves
for the task.

2.4.2. Task
The students complete a task in pairs or groups using the language resources that
they have while the teacher monitors and encourage them to work on the task.

2.4.3. Planning
Students prepare a short oral or written report to tell the class what happened
during their task. Then, they can practice what they are going to say in their groups.
Meanwhile, the teacher is available for the students to ask for any language questions
they may have.
 2.4.4. Report
Students then report back to the class orally or read the report. The teacher
chooses the order in which students will present their reports and may give the students
some quick feedback on the content. At this stage, the teacher may also play a recording
of others doing the same task for the students to compare.

2.4.5 Analysis
The teacher then highlights relevant parts from the recording for the
students to analyze and to notice interesting features. The teacher can also highlight the
language that the students used during the report phase.

2.4.6. Practice
Finally, the teacher selects language areas to practice based upon the needs
of the students and what emerged from the task and its phases. The students then do
practice activities to increase their confidence and to use the language better.

2.5. The advantages of TBL

According to “Teaching” (2019) Task-Based Learning has some clear

advantages, such as language control, natural context, exposure to language, students’
needs, and the use of communicative approach. These advantages are explained below.

2.5.1 Language Control

This is an advantage of TBL because students are free of language control since
in all stages, they must use all their language resources beyond only practicing one pre-
selected item. This becomes an advantage for students because they can make use of
vocabulary and grammatical structures they already master.

2.5.2. Natural Context

A natural context is developed from the students' experiences with the language
that is relevant to them. Natural context is an advantage of TBL approach because it
focuses on real and authentic communicative situations which allow students to use
their language sources.
 2.5.3 Exposure to Language
The students will have a much more varied exposure to language with TBL.
They will be exposed to a whole range of lexical phrases, collocations and patterns as
well as language forms. This becomes an advantage because learners are exposed to a
wide range variety of language and not just grammar.

2.5.4. Students’ Needs

The language explored comes from the students' needs. This need dictates what
will be covered in the lesson rather than a decision made by the teacher or the course
books. This is important because TBL focuses mainly oin what students really need not
in what the syllabus indicates.

2.5.5. Communicative Approach

TBL is considered to be a strong communicative approach where students spend
a lot of time communicating, which makes tasks enjoyable and motivating. This is an
advantage because it gives plenty of opportunities for communication in authentic
contexts.

The main advantages of TBL are that language is used for a genuine purpose,
meaning that real communication should take place, and that at the stage where the
learners are preparing their report for the whole class, they are forced to consider
language form in general rather than concentrating on a single form.

2.6. Principles of Task- Based Learning Approach

As every language teaching approach, the TBL approach is based on some principles
that make it be an excellent one to teach a target language. The experts in the field
(Larsen- Freeman & Anderson, 1986, pp. 154- 155) signed thirteen main principles after
observing a class in which a TBL lesson plan was used to develop a whole class
(Larsen- Freeman & Anderson, 1986, pp. 154- 155) . Those thirteen principles are
explained below.

2.6.1. The classes have a clear purpose.

When using the TBL, the class tasks have a clear purpose and outcome. Since
the beginning of the class, the teacher has to set the goal he or she wants to obtain at the
end of the class with each specific task.
 2.6.2. The class begins with a pre- task.
When a teacher uses the TBL approach, the class starts with a pre- task which is
just the beginning of the real task. In this step, the teacher could present different
activities that later can be helpful to develop the task. For example, the teacher can give
students a set of vocabulary, a video, a filling-in gaps section, and so on.

2.6.3. The teacher breaks down into smaller steps the logical thinking
process.
In the TBL approach, the teacher has to go step by step. He or she has to
make the learning process easier, for students get it easily. An example could be, if
students are asked to talk about their family members’ daily routine, the teacher should
begin by teaching them family members.

2.6.4. Students’ engagement is important.

The teacher looks for ways to know how engaged students are while doing the
task. In that way, the teacher is able to do some changes when necessary to make
students get involved during the activity.

2.6.5. The teacher varies his or her language.

In order for students to learn not only in one way but in many different ones,
the teacher makes use of different grammatical structures. For instance, he or she can
vary among wh-questions or yes/ no questions to obtain students’ information about the
task.

2.6.6. Teachers’ help among the whole process

If students make a mistake while doing the task, the teacher is able to correct
them to reformulate what they have said incorrectly.

2.6.7. The teacher provides good models of the target language.

A teacher that uses the TBL approach should use his or her own experience to
make students get to the main goal which is to communicate correctly.
 2.6.8. Students do the task in groups.
Students develop the task, just following the teacher’s instructions. They are
each given some of the information they need to complete the task, and this gives them
an opportunity to interact among them; besides; they can use the target language to
complete the task.

2.6.9. Students make errors while the teacher notes them.

While doing the task, students tent to make errors, and it is teacher’s role to
take notes of those errors. It is not necessary to interrupt students when working because
it can make them get lost.

2.6.10. Students should be given feedback on their level of success.

After completing the task, it is necessary to let students be aware of the
errors they made when doing the task. This gives them chances of being ready for next
tasks.

2.6.11. Students report their task.

Students are asked to present orally in front of the class their task. This lets
them work on accuracy and organization, as well as meaning.

2.6.12. Students use the language they have been working on.
Repeating the language they have been working on shows learners what they can
and they cannot do yet.

2.6.13. The teacher prepares a new task for students continue

practicing.
Based on the errors students have made, the teacher prepares another task to give
students an extra opportunity to continue using the language. This task follow- up can
enhance the learning that has taken place earlier.

2.7. Teachers and Learners’ Roles in Task-Based Learning

Both students and teachers are extremely equally important for while using
the TBL approach. On the one side, teachers are the ones in the head, the ones who are
in charge of giving students opportunities of using the approach. On the other side,
students are in charge of performing the different tasks teachers prepare for them.
Kagan Buyukkarci (2019) argues that both participants have main roles when using the
approach. These roles are presented below.
 2.7.1. Teachers’ Roles
To start with, teachers’ main role is being the selector and sequencer of
tasks. They have to carefully select the tasks that fit better with their students’ needs. At
the same time, they have to respect the steps of the approach. They must start each task
with a pre- task, followed by a task, and finish with a post- task or practice step.
Besides, they have to prepare learners for the task, one of the most important parts of
the TBL approach is the pre- task because in this part students are introduced into the
real task. This step may include vocabulary sections, matching activities, or just a
question- answer activity which can help students get into the task, and the teacher is
the one who does so. Finally, teachers are consciousness raising because they are the
ones who bring all the necessary materials to the classroom, and they are also the head
of the class since they can help their students with words or phrases that can help them
while doing the task. All in all, teachers are crucial for making use of this approach;
however, students are also important, for TBL approach is student- centered.

2.7.2. Students’ Roles

Task- Based Learning approach is considered to be not a teacher- centered
approach; that is why, students perform such an important role in this approach. Firstly,
they are part of group work tasks. Nevertheless, pair or group work may require some
adaptations in order to make students’ work as efficient as possible. Kagan Buyukkarci
(2019) points out the following, “In Task Based Learning, tasks are used as a means of
making the learning easier. Classroom activities should be planned in order that students
have the chance to observe how language is used in communication. Learners
themselves need to pay attention not only to the message in task work, but also to the
form in which such messages typically come packed.” With this, he wants to say that
learners are themselves monitors of their tasks. Then, learners are risk- takers and
innovators. Many of the tasks require learners be innovators because they can make real
situations or just use their imagination to develop the tasks.

(Dependent variable)

2.8 Students’ English Oral Production

Nowadays, it is highly remarkable to know the real meaning of the question:

“Do you speak English?” According to Brown (2001), “they usually mean: Can you
carry on a conversation reasonably competently?” (p.267). people are expected to ask
such a question understanding that it is not only concerned with the ability of repeating
some sentences, phrases, or expressions applying a good pronunciation while doing so,
but also with the ability to transmit coherent and clear comprehensible messages to their
receptors. Besides, as for the way beginners speak in English during the primary years
of English education, it is evident that they do not show the capacity of orally producing
language appropriately respecting all the factors that make up a well-constructed
speech, for instance, grammar, pronunciation, enunciation, coherence, fluency,
accuracy and so forth. Moreover, producing a language orally is basically “the capacity
to communicate effectively within a particular speech community that wants to
accomplish its purposes.” (Hymes(1976), as cited in Fuentes, n.d).

This capacity must be developed in ESL learners to assure their accuracy when
orally producing the English language. As for the importance of really speaking
English, Srinivas (2019) assures that “English is spoken all over the world, and it has
attained the status of the global language.” So, it is really important to develop the
speaking skill on ESL students as English nowadays is considered the international
language, students need to be prepared for the everyday changing world. And for
achieving that, teachers should know the skills which their students have to foster.

2.8.1 Speaking Skills

To have a good English oral production, students need to develop speaking

skills, and for that, it is essential to know them and most important to know what they
stand for. According to Kadam, Patil, Dhenge & Murai (2018), “speaking skills give us
the ability to communicate effectively. These skills allow the speaker to convey his
message in a passionate, thoughtful, and convincing manner; speaking skills also help to
assure that one will not be misunderstood by those who are listening.”(p.36); besides,
below, there are explained five skills that help any ESL student to accomplish a real
communication through the use of the language.

1. Fluency, in the words of Nigmatullaevna (n.d) is defined “the ability to express

oneself in an intelligible reasonable and accurate way without too much
hesitation; otherwise, the communication will break down because listeners will
lose their interest.” It is necessary to have clear the idea of what to be fluent is;
 even though it requires not to hesitate too much, it does not mean the speaker
has to speak fast. However, the speech has to be smooth applying the correct
pauses it requires.

2. Accuracy, Nigmatullaevna (n.d) stated that “without structuring accurate

speeches, speakers will not be understood and their interlocutors will lose
interest if they perform incorrect utterances each time.” This is a common
mistake in ESL students since they most of the time do not follow an outline to
order their ideas, this makes the audience lose attention and prevent them from
understanding the main goal of the speech.

3. Grammar, in the words of Nigmatullaevna (n.d) is defined “The grammatical

accuracy refers to the range and the appropriate use of the learners’ grammatical
structure that involves the length and the complexity of the utterances in
addition to the ability to use the subordinating clauses.” This is very important
to transmit understandable utterances; to transmit a message students are
supposed to produce grammatical sentences respecting all the characteristics
they have to have; for instance, tense, subject verb agreement, intonation and so
on.

4. Vocabulary, in the words of Nigmatullaevna (n.d) assures that “achieving

accuracy in terms of vocabulary refers to the appropriate selection of words
during speaking.” Struggling in finding the exact words to say what it is
desired, is a big problem for ESL students; most of the time they wrongly
choose the words for their speeches. This happens for two reasons: poor level of
vocabulary and the misconception of some words like synonyms and false
cognates.

5. Pronunciation: According to Nigmatullaevna (n.d), “the English language has

been long considered by either native speakers or non-native speakers as a
 difficult language because of its pronunciation.” This is a real problem for ESL
learners since they are exposed to an assemblage of new sounds to be learned

These skills are the main core of developing the speaking skill of students;
however, sixteen more sub-skills depend on these skills as they are explained below.

2.8.2 Speaking sub-skills

Most of English teachers work really hard on developing their students’

speaking skill; notwithstanding, they do not do anything else but to have their students
repeat after them, read conversations with a classmate, or just read their written
examples out loud to the class; in this way, teachers only develop their students’ ability
to repeat and read sentences in English. Therefore, students need to be exposed to a
better kind of strategies to actually develop their speaking skills. Moreover, there are
some sub-skills derived from the speaking skill that students need to be developed to be
able to have a good speaking performance.

According to Brown (2001), this table contains a total of 16 sub-skills that

must be developed in students so as to make them capable of accurately producing oral
English language.

1. Students should be made capable of Pproducing e chunks of language of

different lengths.
2. Students should me made able to Oorally produce differences among the English
phonemes and allophonic variants.
3. Students should be made able to Pproduce English stress patterns, words in
stressed and unstressed positions, rhythmic structure, and intonational contours.
4. Students should be made capable of Pproducinge reduced forms of words and
phrases.
5. Use an adequate number of lexical units (words) in order to accomplish
pragmatic purposes.
6. Produce fluent speech at different rates of delivery.
7. Monitor your own oral production and use various strategic devices- pauses,
fillers, self-corrections, backtracking- to enhance the clarity of the message.
 8. Use grammatical word classes (nouns, verbs, etc.), systems (e.g., tense,
agreement, and pluralization), word order, patterns, rules, and elliptical forms.
9. Produce speech in natural constituents-in appropriate phrases, pause groups,
breath groups, and sentences.
10. Express a particular meaning in different grammar forms.
11. Use cohesive devices in spoken discourse.
12. Accomplish appropriately communicative functions according to situations,
participants and goals.
13. Use appropriate registers, implicature, pragmatic conventions, and other
sociolinguistic features in face –to-face conversations.
14. Convey links and connections between events and communicate such relations as
main idea, supporting idea, new information, given information, generalization
and exemplification.
15. Use facial features, kinesics, body language, and other nonverbal cues along with
verbal language to convey meanings.
16. Develop and use a battery of speaking strategies, such as emphasizing key works
rephrasing, providing a context for interpreting the meaning of words, appealing
for help, and accurately assessing how well your interlocutor is understanding
you.
CHANGE THE IMPERATIVE MOOD TO ALL THE SENTENCES.
Table 1 Sixteen sub skills (Brown, 2001)

The sub-skills listed above intend to ameliorate students’ English oral

production; they give the students the capacity of making their speeches more natural by
respecting the pauses, choosing the correct words for transmitting messages accurately,
pronouncing nicely, being able to say something in different grammatical ways, being
coherent and accurate, having the capacity of correcting one’s self and so forth. Besides,
it serves as a guide on what to work on students to have them be able to accurately
perform.

2.8 Input and Output

According to My English (nd. para 1), “TThe four skills are interconnected to
serve the learners’ interlanguage development. There is an interaction between the input
and the output – between the receptive and the productive skills”. For language to be
taught and learnt, all together listening, speaking reading, and writing play such
valuable role in the acquisition of it.

“The input refers to the processible language the learners are exposed to while
listening or reading (i.e. The receptive skills). The output, on the other hand, is the
language they produce, either in speaking or writing (i.e. The productive skills)” (My
English, nd. para 2) In other words, input is what learners receive and perceive in the
learning environment they are into. The input is presented in different ways. It comes
from the teacher, the course book, and the students themselves or from sources outside
the confinement of the classroom such as TV, podcasts, social media, stereo, CDs, etc.
The output, on the other hand, is basically what learners are able to produce after they
have been involved to learn a foreign acquire language.

2.8.1. Input and Output Hypotheses in Second Language Acquisition

According to My English (nd. para.5), “comprehensible input is a prerequisite to
language acquisition.” That is to say that a clear and comprehensible output will be
enough to give learners the information to help them construct their knowledge either
consciously or unconsciously. The condition attached to this iInput hHypothesis is that
the input should be pitched a little above the learner’s present state of competence.

In the words of Gass (1994), “the right kind of input must be at the “i+1” level
in terms of second language acquisition, which “ i” is defined as a learner’s current
knowledge and the next stage is i+1.” It means that teachers can take students to a next
level of knowledge by going progressively to a stage closely related to their current
knowledge. Students are capable to understand messages that go just one step beyond
what they currently know.

The output hypothesis is presented as a need for language acquisition to take

place. According to Merrill Swain (1985), there is a need for an Output Hypothesis.
The students need to be pushed to produce and to convey language precisely, coherently
and appropriately. One suggested way for learners to produce language is by doing, so
they will notice the ‘gaps’ in their language knowledge and will improve their existing
interlanguage system at the same time. Besides, producing language in real time will
automatically force learners to go from low-level operations to higher-level routines.
 The comprehensible output hypothesis states that language learners acquire
language when they attempt to transmit a message but fail and have to try again.
Eventually, they arrive at the correct form of their utterance. Their conversational
partner finally understands, and they acquire the new form they have produced. In
other words, students’ final result has to be comprehensible (precisely and coherently)
by others even though learners tried and failed some times before.

2.8.3. The Importance of Input and Output in Second Language

“What Goes In Might Come Out! If It Does Not Go In, Then It Cannot Come
Out”. (The Importance, nd. para.4-5). This quote reveals that for people to have results
that can be seen, a good scenario to obtain those results must be provided. The same
happens with tutors since many of them wonder how to make the best to teach content
to students and how to assure that they, in fact, learn. As shown before, language
teachers need to be aware of the environment in which language is taught using both
receptive and productive skills to guarantee a right acquisition. That is why, teacher
need to realize the importance of such stimulation of those skills for language learners
and how to do so. The research team has found that The Importance (nd) suggests the
following practical ways to manipulate the four skills to achieve the best results for
students, which will be helpful to implement within this investigation:

1. There can be no learning without input. As input is defined as the language

which the learner is exposed to (listening and reading), teachers must provide the
opportunity for students to be exposed to such valuable means of new knowledge using
a good approach and technology as well.

2. Language development requires copious amounts of input – this is where

frequency and time play a huge part. That is why, it is essential to take into
consideration not only the input to be taught but also how frequently and how long
students receive the new knowledge.

3. It is not only the quantity of input that is important to SLA, but also the type,
quality, and level of the input. All of these factors will have an impact on language
development.
 4. Although all types of input are beneficial (even input that is beyond the
learner’s level of comprehension), input that is slightly beyond the student’s current
level (but still comprehensible) is probably best for facilitating language development
(Comprehensible input can be defined as input that the learner can understand.).

5. Encourage students to notice the input. By this the writer means, that for
something to move from input to intake and then to output, it needs to be noticed
(‘Noticing’ can be defined as the act of deliberately attending to the stimulus and paying
attention to specific linguistic features of the input.). Or to put it another way – in most
cases input becomes output only once the student has attended to it.

6. Output is arguably just as important as input for language development.

('Output' can be defined as the language the learner produces - i.e., writing and
speaking). Therefore, teachers need to encourage their students to try to use the
language they are learning as often as possible in order to be able to use the knowledge
they have been going to and to put it into practice.

7. Teachers need to encourage output in the classroom. This can be achieved by

encouraging fluency over accuracy (i.e., do not over correct students – it can get rather
frustrating and may result in a student losing motivation), and allowing students to
make mistakes. Opportunities for output should be scheduled into the class. This can be
achieved by dedicating time to communicative tasks, small group discussions/debates,
developing short scripts, giving presentations, playing games that require the
participants to communicate with each other, etc. There exist lots of ways to immerse
students into the good or regular application of the contents studied.

8. In the classroom teachers can use pair work or small group discussions to
create more speaking opportunities for their students. This opportunity for output is
critical to help students notice their own gaps and in developing communicative
fluency. Besides, students like to work in these ways since they can interact with their
classmates and easily make connections between them. Also, they feel free to correct
others and to help master their tasks.

9. Teachers need to take note of how much time they spend talking in class. If
they feel that they are talking more than their students, then they probably need to talk
less. They are their student’s ample opportunity to speak - and monitor their progress so
teachers can give prompts, recasts, or explicit correction at the appropriate times. It is
important to remember and to take into considerations both, teacher’s talking time and
students’ talking time to notice how students are learning.

10. Teachers educate their students on the importance of input and output. It
might also be helpful to teach students a range of strategies they can use to increase the
amount and quality of their input and output. That is why, teachers always need to have
extra activities for learners to do them in the classroom or activities that can be
develop at home. As well,Furthermore, the teacher should must always monitor their
students’ progress and show them students that that care about what they are doing
and how they are doing so.

(relation between the two variables)

2.9. Relation between Task- Based Learning Approach and

Student’s English Oral Production
Task- Based Learning approach and students’ English oral production were
studied as separated and isolated variables. Now, they are going to be analyzed as one
unit. With this, the research team wants to show the relation between the variables and
to what extent they together reinforce students speaking skill.

2.9.1. Input and Output go hand in hand with student and teacher
roles.
The TBL approach is student centered, and that means that this approach is
not a traditional one, and this can be related to the practical ways to manipulate the four
skills. In order to let students develop their English oral production, it is appropriate that
they have plenty of time to practice, chances of making mistakes, etc. It is not only the
teacher who is always in front of the class, but students are the most important ones, and
this helps them develop their input and output. So, one significant feature between the
two variables is that students play the most important role.

At the same time, the TBL approach assures that teachers are knowledgeable
since they are able to help students solve any doubt they may have about the tasks they
are performing. Besides, they can educate their students on the importance of input and
output; in that way, students are conscious about their own learning process, and this
motivates them to be aware of everything they do.
 2.9.2. The Importance of the Phases of the Task- Based Learning
Approach in the Development of the Students’ English Speaking Skills

There is a bunch set of skills to be developed in students and through the use
of the TBL approach steps, this can be achieved. It is worth recalling that this approach
is the genuine right one for developing the students’ oral production-. One of the
reasons for this approach to be used is that it focuses on task rather than on activities,
and a task involves a real life situation to be solved; that is why, students are not only
exposed to a problematic situation, but they are also pushed to seek the possible
solutions to the problem which guarantee a proper growth on students’ English oral
production and an increase of their vocabulary bank. Besides, the steps are essential
facilitators for the development of the speaking skills and speaking sub-skills of
students. One of the steps is called “Report”, “Teaching” (2019). At this stage, students
execute their performance, and the teacher provides feedback to them. Here the students
put into practice all their knowledge and skills, and while doing so, they develop their
grammatical, and communicative skills and sub-skills. It is important to mention that
feedback helps.

Another phase that helps students’ development of their speaking skill is

“Practice”, “Teaching” (2019) claimed that the teacher selects language areas to
practice based upon the needs of the students and what emerged from the task and its
phases. The students then do practice activities to increase their confidence and to better
use the language. Some of the many sub-skills students can increase according to
“Brown(2001)” are: to produce chunks of language of different lengths, to convey links
and connections between events and communicate such relations as main idea,
supporting idea, new information, given information, generalization and
exemplification, to produce fluent speech at different rates of delivery, to produce
reduced forms of words and phrases, to express a particular meaning in different
grammar forms, to monitor your own oral production and use various strategic devices-
pauses, fillers, self-corrections, backtracking- to enhance the clarity of the message. As
these few sub-speaking skills there are much more that are essential for the learners’
oral production. All in all, the TBL approach has tremendous advantages for students’
oral development; it not only benefits students speaking but also students’ acquisition
on second language.

2.9.3 Comprehensible Input and Output under the Implementation of

the TBL Approach
According to the input and output hypotheses previously mentioned, they
guarantee that the acquisition of a new language has to be presented clearly and
comprehensible so that the utterances can be conveyed precisely and coherently. One
way to achieve that is using Task-Based Learning Approach since as it has been stated
by Scrivener (2005) that TBL looks for keeping a balance between fluency, which is
what the task provides and accuracy, which is provided by task feedback. In this way,
researchers consider that these studies can be of great relevance to assure a good
development of oral production in students. Another relevant point is that there is
always a connection between the receptive and productive skills for students to best
learn and use language. “Teaching (2019)” claims that the aim of TBL is to integrate all
four skills. For this reason, the research team considers that taking into consideration
reading, listening, speaking and writing and a great set of activities using different
sources, students can be able to have a good oral production in class after they put into
practice not only one skill but the four macro skills. Besides, one suggested way to
produce and to acquire language is by doing, especially in teenagers because they can
notice the gaps used and how they used them (either correctly or incorrectly). With that
in mind, one can notice that the advantages of TBL marvelously fits with what this
study wants to focus on because students are exposed to the language in a natural
context, and they are free of language control in such communicative approach,
according to their needs. All in all, TBL can be considered of great importance to show
input and to notice output in the classroom through the use of problem-solving
situations, putting into practice the target language all the time and boosting students’
oral production which is the main and final goal of this study.

(conclusion)

After constructing the chapter two, researchers conclude To close this theory
review, it is important to point out that there are two important essential aspects that
are essential in this chapter: the use of TBL and the students’ English oral production.
Both take the place as the variables that are the core essence of this project.
Traditionally, teachers use at least one approach for the development of every class to
make the learning process effective, and every approach is useful, but every teacher
uses the one that matches with the different students’ needs. In this case, with the use of
the TBL approach, there would be some advantages that benefit students’ language
acquisition. For that, teachers must follow the steps of the approach for the preparation
of the activities that will be implemented during the class, and students have the
opportunity to develop the activities; at the same time, they identify how the language is
used in communication. By doing this, students have a clear perspective of the
language, and also, they are capable to interact one another and to better their oral
performance. Likewise, students’ acquisition of the English language depends on two
aspects: first, the way in which the teachers tent???????? to develop their classes in
order to better students learning, and second, students’ development of the vocabulary
they acquire day by day through practice.

Additionally, the essence of the oral production is the connection of all the
aspects that in a certain way make the speaking skill a reality. That is to say, that
without those aspects there would be no oral communication. The combination of all the
parts such as enunciation, fluency, input and output, and so on are crucial, and under the
application of the TBL approach, the investigators want to offer a well-structured plan
to better students’ oral performance and to offer a different methodology for teachers.
With this, students and teachers would see learning and teaching from a distinct
perspective. In other words, they would be capable able to identify the language in a
clearer way, and to develop contents using the TBL, which is adequate to ameliorate
students’ oral performance.
 Did you make the changes that I suggested to the objectives?????

2.10. Variables and Indicators

 Did you make the changes that I suggested to the objectives?????

General Specific Objective Units of Variables Definition of Indicators Instruments

Objective Observation Variables
To build a a- To empower eighth Teachers and Dependent Harmer (1988) The use of Semi-
complete graders’ English Oral students Variable believes that step one “Pre- structured
proposal production with the use task-based Task” questionnaires
containing a of Task-Based Learning The use of learning makes The use of
set of micro Approach at Centro Task- Based the step two
lesson plans Escolar Católico San Learning performance of “Task”
with Lorenzo, Santa Ana, Approach meaningful The use of
suggested during 2020 tasks central to step three
activities b- To design a set of micro the learning “Planning”
using the lesson plans based on the process. In this The use of
Task-Based six fundamental steps of approach, step four
Learning the Task-Based Learning activities are “Report
Approach to Approach to improve presented as The use of
reinforce eighth graders’ English problem- step five
eight oral production at Centro solving or as “Analysis”
graders’ Escolar Católico San tasks to The use of
English oral Lorenzo, Santa Ana, perform to step six
production during the year 2020 allow language “Practice
at Centro c-To provide the English acquisition.
 Did you make the changes that I suggested to the objectives?????

Escolar teacher with the complete

Católico proposal, which will
San include different audio
Lorenzo, and visual resources such
Santa Ana as printable worksheets,
during the flashcards, podcasts,
year 2020 online video clips, posters,
e-blogs, and evaluation
tools to assess students’
knowledge, to develop his
classes using the Task-
Based Learning Approach
to reinforce eighth
graders’ English Oral
production at Centro
Escolar Católico San
Lorenzo, Santa Ana,
during 2020
Did you make the changes that I suggested to the objectives?????
Did you make the changes that I suggested to the objectives?????

Students’
Ability to Checklist for
“the capacity to accurately evaluating
communicate communicate Students’
effectively without too English Oral
Independent within a much Production
Variable particular hesitation during class
speech Students’ time
Students’ community that Capability
English Oral wants to ability to
Production accomplish its perform
purposes.” correct
(Hymes(1976), utterances
as cited in Student’
Fuentes, n.d). gGood and
appropriate
range of
grammatical
structures
Did you make the changes that I suggested to the objectives?????

Student’s
Appropriate
selection of
words when
speaking
Students’
Clearly
pronunciation
of words and
Students’
easily
understandabl
e
pronunciation
 Did you make the changes that I suggested to the objectives?????

2.12. Bibliographic References

Abdullaeva U.N.(n.d) Characteristics of speaking performance [PDF file] Retrieved from

https://scientifictext.ru/images/PDF/2018/DNO-2-24/characteristics1.pdf

Brown. H (2001) Teaching by principals: An Interactive Approach to Language Pedagogy

Darymar Redondo Fuentes.(n.d) Understanding Strategies for Improving Oral Production

Skills among EFL Learners at a Public University in Colombia [PDF file]
Retrieved from
https://pdfs.semanticscholar.org/fdab/2341f33d2e62c44b89116bde35b7f2d2b2f6.p
df

Frost, R. (nd.). A Task-based approach. Retrieved March 1st 2020 from

https://www.teachingenglish.org.uk/article/a-task-based-approach

Gass, S.M. and Selinker, L. (1994). Second language acquisition: An introductory course.
The United States of America: Lawrence Erlbaum Association, Inc., Publshers

Harmer, J. (1988). Practice of ELT. England: Pearson Education Limited. 60 60 How to

Use the Task-Based Learning Approach (nd). Retrieved February 27 th, 2020 from
https://ontesol.com/task-based-learning/

J.R. Kadam, V.G. Patil, S.A. Dhenge, A.M. Murai(2018) Communication Skills and
Personality Development Retrieved from https://books.google.com.sv/books?
id=nAqNDwAAQBAJ&printsec=frontcover&dq=Communication+Skills+and+Per
sonality+Development&hl=es-
419&sa=X&ved=0ahUKEwjMv__IqI_oAhVsTt8KHYNRAe4Q6AEILzAB#v=one
page&q=Communication%20Skills%20and%20Personality
%20Development&f=false

Joshesl (nd.) The Importance of Input and Output in Second Language Acquisition
Retrieved March 18th, 2020 from http://www.joshesl.com/the-importance-of-input-
and-output-in-second-language-learning.html

Kagan Buyukkarci (2019) A Critical Analysis of Task- Based Learning [PDF file]
Retrieved March 16th, 2020 from
 Did you make the changes that I suggested to the objectives?????

https://www.researchgate.net/profile/Kagan_Buyukkarci/publication/
285744934_A_critical_analysis_of_task-based_learning/links/
5cece572458515026a61406e/A-critical-analysis-of-task-based-learning.pdf

Krashen, S. (1996). The Natural Approach: Language Acquisition in the Classroom.

Prentice Hall

Larsen- Freeman & Anderson. (1986). Techniques & Principles in Language Teaching.
The United States: Oxford.

My English Pages (nd.) Input and Output in Second Language Acquisition Retrieved
March 17th, 2020 from https://www.myenglishpages.com/blog/input-and-output-in-
second-language-acquisition/

Parupalli Srinivas Rao (2019) The Importance of Speaking Skills in English Classrooms
[PDF file] retrieved from
https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_S
PEAKING_SKILLS_IN_ENGLISH_CLASSROOMS

Scrivener, J. (2005). Learning Teaching. Oxford. Macmillan.

Skehan, Peter. 1998b. “Task- Based instruction”. In Grabe, William (Ed), Annual Review
of Applied Linguistics, 1998. New York: Cambridge University Press. Pages – 268-
86.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and

comprehensive output in its development. In S, Gass and C, Madden (Eds), Input in
second language acquisition (pp. 235-253). Roeley, MA: Newbury House