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II. RESEARCH PLAN
Statement of Purpose
1. The Goal:
The purpose of the present paper is to define the most effective ways to teach vocabulary using TBL to A2 level learners at schools. The researcher conducts lessons in two different schools, which both of them are situated in Chilonzor district. The first school’s number is 162, while the second is 202. The researcher has the aim that this is necessary due to demand to this language teaching from the early ages. It is considered that one who learns something from childhood gives a good chance to acquire learning languages well enough. In accordance to this factor, the researcher selects the most appropriate ones from the huge amount of approaches by famous scientists whom the researcher has given their statements in the literature review, which have been used so far. Hence, the researcher targets to experiment
Getting learners to understand the meaning of TBLL and its different types, usage of it in different situations are important steps towards helping them master the usage of TBLL in English. The main goal of the study is to determine the efficiency and effectiveness of TBLL (Task-based language learning) in teaching Vocabulary. In order to prove the hypothesis, it is extremely important to find the answers to the following research questions:
What is TBLL itself?
Why do we need TBLL?
What kind of types can be found?
What skills can be developed through TBLL?
What is the connection between TBLL and V?
2. Objectives:
To develop speaking and listening skills by using the Task-Based learning
To ensure learners know the different kinds of TBLL
To provide the preparatory work necessary to facilitate the real-life situation through Task-Based learning
To give learners practice in having TBLL
To investigate teachers’ methods based on Task-Based approach
To have an observation among different classes
To compare Task-Based approach with other approaches
To identify the advantages and disadvantages of TBLL
To show the importance of having TBLL
To compare several opinions and articles of different language teachers of other countries
To investigate and compare teachers’ and learners’ opinion about TBLL in IS
Reasons, why the researcher chose improving speaking and listening skills in V and developing them through TBLL, are the following:
Constant errors show control of every few major patterns or sentences and frequently it prevent communication
Most learners are afraid of making grammatical mistakes. Their accuracy is much stronger than fluency
The speech of the learners is very weak and they understand short or routine sentences, their knowledge is not appropriate
The speech of language learners is frequently hesitant and jerky, that’s why sentences may be left uncompleted
The speech of the learner is occasionally ordinary or simple and it caused by rephrasing and groping for words
The learners have language barrier
Most learners understand very simple speech on common social and touristic topics, requires constant repetition and rephrasing
Learners understand everything in normal educated conversation except for very colloquial or low-frequency items or exceptionally rapid or slurred speech
Most learners range of vocabulary is limited
Learners need to use new words in their speech. Most of them have passive vocabulary
Most learners have difficulties in understanding complicated words
The researcher considers that Vocabulary expose English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is neither an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track learners' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the teaching vocabulary, whether found in Content-based or Task-based language instruction, can be highly motivating to learners of all ages and backgrounds.
In order to integrate the language skills in ESL/EFL instruction, teachers should consider taking these steps:
Learn more about the various ways to integrate language skills in the classroom (e.g., Content-based, Task-based, or a combination)
Reflect on their current approach and evaluate the extent to which the skills are integrated
Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on
Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks
Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills
The researcher considers that in the process of teaching we should add Vocabulary as the separate subject as it is accepted in our curricular system. The reason why the researcher considers so is that while having speaking, writing, listening or reading subject teachers should pay much attention to the speaking, writing, listening and reading itself. In such way the learner will be able to develop his weaknesses in each skill. Because they will have much more time during these subjects. However, Vocabulary knowledge is important for reading achievement and comprehension. Her research suggests that integrating music into children’s everyday activities promotes literacy development.It is critical that teachers examine the ways they interact with young children and use language in the classroom in purposeful and functional ways.
Method Used
Scientists claim that vocabulary is one the most significant skills that should be improved initially due to its fundamental particularity in developing language acquisition. Having enough stock of words gives great opportunity to acquire the language skills, such as listening, speaking, reading, and writing. Generally, for each learner it is important to understand spoken statements and respond appropriately. To reach the aim of attaining communicative competence of the targeted learners, the investigator exploits various methods and approaches, which are equally expedient and beneficial. With the aim of having the most understandable presentation in classes, the researcher uses appropriate techniques that have been investigated by Claudia Pesce, such as pointing, substitution, naming, miming, total physical response and realia. There are two approaches that are going to be used: Communicative approach and Lexical approach.
In the first method, after presenting the new words mostly dialogues and natural conversations, active mental or physical games are exploited in order to create interaction among pupils. In lexical approach, the major part of the lesson is conducted through repeating words, showing some visual aids, and singing songs. However, these all techniques can be used in a mixed way in both approaches; here the mentioned techniques in both methods should be dominant. Because young learners have short attention span, as before mentioned and any teacher has to change activities frequently, otherwise the learners get bored and start not to be attentive.
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