The republic of uzbekistan uzbek state world languages university english faculty III

Table 1.5

№	Learner’s name		Score
1	Norova Nasiba		80
2	Mirg’iyosov Mansur		81
3	Mirzayeva Nasiba		0
4	Mansurova Nodira		77
5	Mirkomilova Arofat		84
6	Karimov Akmal		82
7	Nig’monova Aziza		79
8	Nig’moonov Akmal		83
9	Jalolov Sardor		86
10	Qilichova Barno		78
11	Rahimov Komil		85
12	Sobirov Nozimjon		75
13	Tolipova Shahzoda		79

Group B lesson 1

Mean	Mode	Median	Low High	Range	SD
75	79	79	75 86	12	44.08

This evaluation process was a bit difficult for the researcher. Because the researcher had expected learners to answer for all questions and be active during the lesson. For the researcher’s surprise tasks were difficult and in researcher’s opinion learners were afraid of speaking and making mistakes. The lowest mark was 75 out of 100. The learner who got 75 made several pronunciation mistakes in speech and grammatical mistakes while doing the tasks. 77 scores got the learner whose answers were weak. 79 got the learner who interrupted other learners and made noise. Out of 100 the researcher put 80 scores for the learner, whose mistakes were in pronunciation. 81 were put for the learner who had Vocabulary mistakes and choosing not appropriate words. 82 and 83 got the subjects who participated actively during the lesson. However, had logically not true sentences in their speech. 84, 85 got the learners who worked hard and were attentive during the lesson and could do the tasks in right way, but couldn’t manage the time management. 86 scores put the researcher for the learner whose answers were true and made little mistakes in comparison with others.

Scores for Task-based approach


Group A
Table 1.6

№	Learner’s name		Score
1	Abdullayeva Xulkar		88
2	Asqarov Nodir		82
3	Aliyev Alisher		81
4	Karimov Sardor		84
5	Rasulov Abror		86
6	Sodiqova Ra’no		83
7	DehqonovEldor		80
8	Xasanov Akmal		84
9	Xakimov Dilmurod		79
10	Rasulova Dilnoza		84
11	Rustamova Zulfiya		83
12	Tursunova Robiya		87
13	Tolipova Iroda		88

Lesson 2

Mean	Mode	Median	Low High	Range	SD
84	84	80	79 88	10	7.76

The lowest mark of the lesson was 79 for the learner whose answer was not right and made much mistakes both in pronunciation and grammar. 80 and 81 got the subjects who made grammatical and vocabulary mistakes. 82, 83, 84 are good marks and the researcher evaluated the learners who had several mistakes while doing tasks. 86 and 87 are considered to be excellent marks. 88 was the highest mark and the researcher put it to the learner who was the most active and was the most attentive and had no mistakes while doing the task.

Group B
Table 1.7

№	Learner’s name		Score
1	Norova Nasiba		80
2	Mirg’iyosov Mansur		84
3	Mirzayeva Nasiba		75
4	Mansurova Nodira		81
5	Mirkomilova Arofat		87
6	Karimov Akmal		82
7	Nig’monova Aziza		79
8	Nig’moonov Akmal		86
9	Jalolov Sardor		83
10	Qilichova Barno		82
11	Rahimov Komil		88
12	Sobirov Nozimjon		79
13	Tolipova Shahzoda		84

Lesson 2

Mean	Mode	Median	Low High	Range	SD
82	82	79	75 88	14	12.76

The lowest mark of the lesson was 75 and was put for the learner who spoke in Uzbek and in Russian during the lesson. In spite of the teacher’s notice the learner continued speaking in Uzbek and in Russian. 79 and 80. 81 and 82. 83 and 84. 86 and 87 88 was considered as the highest mark, which got learners

Scores for Task-based approach
Group A
Table 1.8

№	Learner’s name		Score
1	Abdullayeva Xulkar		89
2	Asqarov Nodir		85
3	Aliyev Alisher		77
4	Karimov Sardor		80
5	Rasulov Abror		87
6	Sodiqova Ra’no		85
7	DehqonovEldor		83
8	Xasanov Akmal		86
9	Xakimov Dilmurod		81
10	Rasulova Dilnoza		85
11	Rustamova Zulfiya		84
12	Tursunova Robiya		86
13	Tolipova Iroda		89

Lesson 3

Mean	Mode	Median	Low High	Range	SD
84	85	83	77 89	13	11.15

77 80 81 83 84 85 86 87 89
Group B
Table 1.9

№	Learner’s name		Score
1	Norova Nasiba		83
2	Mirg’iyosov Mansur		86
3	Mirzayeva Nasiba		79
4	Mansurova Nodira		83
5	Mirkomilova Arofat		88
6	Karimov Akmal		84
7	Nig’monova Aziza		81
8	Nig’moonov Akmal		84
9	Jalolov Sardor		81
10	Qilichova Barno		84
11	Rahimov Komil		89
12	Sobirov Nozimjon		82
13	Tolipova Shahzoda		86

Lesson 3

Mean	Mode	Median	Low High	Range	SD
84	84	81	79 89	11	8.08

79 81 82 83 84 86 88 89

In the following diagram conclusion about TBLL is described. According to this diagram there are much more advantages and we could see that TBLL is more effective that other approaches. However, it takes much time from teachers. Because they have to work on it much harder and use their creativity, fantasy and spend their time for looking through different tasks in internet sources.

Table 2.0

In the next diagram we can see the disadvantages of TBLL and they are high level of creativity. While designing the task teachers need to work hard on themselves. There is a risk for acquiring fluency instead of accuracy. In addition to this TBLL requires resources which are beyond the textbooks. Task-based instruction is not teacher-centered and it requires individual and group responsibility. If the learners are lacking in these qualities, task-based instruction may be difficult to implement. Evaluation of task-based learning can be difficult. There are not certain strategies for evaluation. The teachers need to produce these strategies, and do it easier for evaluation. Also, time is limited for doing all tasks and learners couldn’t manage it.


Table 2.1

Answers for research questions:

1. 
   What is TBLL itself?
   

TBLL (Task based language learning) is an approach, which helps learners improve their communication skills through different tasks.

2. 
   Why do we need TBLL?
   

In order to develop learners speaking and listening and to create the atmosphere, which the learners feel independence, to develop their self-confidence, to destroy their language barrier.

3. 
   What kind of types can be found?
   

According to scientists’ opinion there are the following types of TBLL: Listing or brainstorming, ordering and sorting, matching, stimulating more interaction, comparing, problem solving, sharing personal experiences and story telling

4. 
   What skills can be developed through TBLL?
   

Through TBLL different skills can be developed. Especially, speaking and listening skills. They are the foundation of communication and without them no one can obtain the language.

5. 
   What is the connection between TBLL?
   

IS and TBLL is connected with each-other. Vocabulary are based on developing all 4 skills at the same time and TBLL can help do tasks and lesson more interesting and get effective results.