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Conclusions:
1. The present study provides evidence for the effectiveness of using
communicative interactive tasks in developing first year secondary students’
speaking skills. These tasks can increase their motivation and positive
attitudes towards learning to speak. Moreover, they help them take risks. As a
result, students’ ability to speak fluently and correctly increases. This is
consistent with the results of other studies which proved the effectiveness of
communicative tasks in developing speaking skills such as the studies of
Nation (1991), Newton (1996), O'brein (1996), Bygate (1999), Dinapoli
(2000), Myers (2000), and Shehadeh (2001).
2. There is an indication that integrating both the cognitive approach strategies
and task based instruction can foster students’ speaking proficiency. This is
consistent with the results of other studies such as the studies of Foster and
Skehan (1996a), Bejarano (1997), Mehnert (1998), Skehan & Foster (1997),
Ortega, (1999), Foster & Skehan (1999), Fangyuan (2001), Lynch (2001),
and Yuan & Ellis (2003), Eslami-Rasekh (2004), Sayer (2005) and Nakatani
(2005).
3. The key to sustained progress in speaking proficiency is balanced
development in the different areas of language performance accuracy, fluency
and complexity. This balance will lead to a situation in which progress in one
area would be accompanied by development in others. So complexity
(acquiring new rules and restructuring the language system in terms of
speaking skills) would be accompanied by the development of control over
the newly acquired skills and the integration of these skills into fluent
performance (Skehen, 1998). 4. To achieve this balance in terms of speaking both "analyzability and
"accessibility" have to be developed. Analyzability helps the learner rely
more on rule based system to produce language thus enables him to be more flexible, while accessibility is a memory based system which enables the
learner to keep up with ongoing discourse using ready made lexical language.
5. Triggering students to focus on form- whether in terms of language,
discourse or functions- before or after the task enables language development
to proceed without decreasing the naturalness of the communication that
tasks can generate. It engages them in a process of discourse analysis which
promotes their reflection ability and thus enhances their speaking subskills
effectively. This is supported by Dornyei & Thurrell, (1994), Aston (1995),
Celce-Murcia (1997) and Skehan (2002).
6. Providing FL learners with explicit instruction before the task does not only
foster their understanding of spoken discourse characteristics, but it helps
them to use these characteristics and their underlying skills in actual
performance. It enables them to understand and prepare themselves well to
the task and hence fosters their spoken performance. This is consistent with
the results of other studies such as Slade & Gardner (1993), Kubota (1995),
House (1996), and Bejarano (1997).
7. Using raising awareness activities before engaging students in
communicative tasks helps improve their grammatical, discourse and
pragmatic competences, as it shows them how the spoken interaction takes
place in real life situations. This is supported by Fotos and Ellis (1991),
Green and Hecht (1992), Fotos (1993), Kubota (1995), House (1996),
Basturkmen (2002), and Sayer (2005).
8. Helping students to plan before speaking and interacting orally proved to be
effective in enhancing students' speaking performance in terms of all
speaking skills. It can lead FL learners to produce more developed speech. It
helps also to ensure that any change occurring in the language system can be
drawn upon during oral language use and production. This is consistent with
the results of other studies such as Crookes (1989), Foster and Skehan
(1996a), Skehan & Foster (1997), Mehnert (1998), Ortega, (1999), Foster &
Skehan (1999), Fangyuan (2001) and Yuan & Ellis (2003).
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