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Ain Shams University Women's college

Curricula and Methods of teaching Department

The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students

A thesis

Submitted for the Ph.D. degree in Education (Curricula and Methods of Teaching English as a Foreign Langauge)

By

Shiamaa Abd EL Fattah Torky Assistant Researcher at the Curricula Development Department The National Center for Educational Research and Development

Supervised by

Prof. Dr. Aida Abd El Maksoud Zaher Professor of Curricula and Methods of Teaching

English as a Foreign language Women's College

Ain Shams University

2006

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Names of supervisors

Name

Prof. Dr. Aida Abd El Maksoud Zaher

Position

Professor of Curricula and Methods of Teaching English as a foreign language, Women's college, Ain Shams University

2

The Researcher Curriculum Vitae

Name of the researcher:

Shaimaa Abd El Fattah Torky

Title of the research

The Effectiveness of a Task- Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students.

Qualifications:

1- B.A. in English language and education, English Department, Faculty of Education, Tanta University, 1995, very good.

2- Special Diploma in Education, Faculty of Education, Tanta University, 1997, very good.

3- Master's degree in EFL curricula and methods of teaching, Women's College, Ain Shams University, 2002, excellent.

Position:

Assistant Researcher at the Curricula Development Department, the National Center for Educational Research and Development since 2002 till now.

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Acknowledgements

The researcher is deeply grateful to her supervisor Prof. Dr. Aida Zaher for her great effort without which this work would have never been completed.

The researcher has been working under her supervision since 1999 when she started her M.A. research. During these years, she has known Prof. Aida as a principle-centered person. Her overly enthusiasm and integral view on research and her mission for providing only high quality work and not less, has made a deep impression on the researcher.

I owe her lot of gratitude for having shown me this way of research. She could not even realize how much I have learned from her. I am glad I have come to get to know her in my academic life. She always monitored my work and took effort in reading and providing me with valuable comments. She really has a sharp eye for minute details and possesses super-analytical skills. I have to acknowledge her important inputs in all chapters of the thesis.

The researcher would like to thank also her colleagues in the National Center for Educational Research and Development especially Mr. Rafik Abd El Moety and Ebtihal Abd El Aziz for the effort they exerted in helping the researcher score the speaking test.

The researcher would also like to express her gratitude to the jury members for their worthy comments with respect to the study tools especially Prof. Zeinab El Naggar, Prof. Azza El Marsafy, Prof Salwa El Desouky, Prof. Kawthar Abou Haggar, Prof. Mostafa Abd EL Atti and all those who helped the researcher complete her research work in its final form.

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Table Of Contents

Chapter one : Introduction & problem.

x Introduction ............................................................ x Context of the problem ............................................................ x Statement of the problem........................................................ x Purpose of the study ............................................................. x The study hypotheses............................................................ x Variables of the study............................................................ x Delimitations of the study.........................................................

x Significance of the study......................................................... x Tools of the study .............................................................. x Definitions of terms...............................................

Chapter two : Theoretical Background I. The speaking skill.

x Defining Speaking................................................... x Aspects of speaking ...........................................................

x Spoken versus Written discourse. x Purpose of speaking ........................................... x Speaking genres ............................................................ x Speaking sub-skills. ...................................................... x Communicative competence taxonomies ............................................. x Conversational skills models ........................................................... x Integrating communicative and conversational models.......................... II-Communicative Tasks and teaching speaking x Theoretical rational for tasks............................................................... x . Definition of communicative tasks.................................................... x Task components...................................................

Page

1-8 8-12 12 13 13 14 14 15 16 16-19

21-22 22 23- 24 25-26 27 27 28-31 31-33 33- 38

40-41 41- 43 43

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x Advantages of tasks in speaking instruction........................

44- 45

x Factors considered in designing tasks .............................

46

x Classifications of communicative tasks ................................

47-51

x Pedagogical proposals of tackling tasks ........................

51- 53

III-The cognitive approach to language teaching.

x The cognitive approach and language learning.............................

55

x Concepts underlying the cognitive approach................................................ 55-56

x The information processing model................................................

56-60

x The cognitive approach and speaking

60-63

instruction................................................

x Planning and oral production ............................................................. 63-65

x Explicit vs. implicit speaking instruction................................................ 65

x Raising learners' Consciousness........................................................

65- 69

x Self/ peer monitoring .....................................................................

69-70

x Starting points for raising awareness ..................................................

70- 72

x Teaching Lexical phrases .............................

72

IV-Integrating communicative tasks and the cognitive approach

x Rationale for the integration................................................

74

x A framework for task based instruction................................................

74- 76

x Implementing tasks to manipulate attention focus................................................ 76- 77

a. Pre-task stage.................................................................................... 77- 80

b. During task stage ............................................................................... 80- 83

c. Post task stage ................................................................................... 83- 89

Chapter three: Review of related studies:

I- Communicative tasks and developing speaking .................

94- 100

II- The cognitive approach and developing speaking skills ........

101-109

III- Communicative tasks and the cognitive approach

110- 133

(Attempts of integration)..........................................................

General Conclusions

134-137

Chapter Four: Method

I. Design of the study..................................................................

138

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II. Subjects of the study............................................................

138- 139

IIII. Tools of the study.....................................................................

140- 180

a- The speaking skills checklist. ...............................................................

140-143

b-the pre-post speaking test............................................................... c-the suggested program...............................................................

143- 160 160- 168

d- The proposed teaching strategy............................................................... e. Evaluation. ...................................................................................

168- 180 182

Chapter Five:

Statistical analysis and Results

3- Results related to the study hypotheses ......................

184- 205

a. Hypotheses concerned with the comparison between the experimental and control groups on the post- test.......................................................

185-195

b. Hypotheses focusing on the comparison between the pre/ post speaking 195- 205 performance of the experimental group.......................................

Chapter Six: Discussion of results, Conclusions and Recommendations

-Discussion of the results ..........................................................

206- 227

x Overall speaking performance..................................................

207-210

x Factors enhancing specific speaking skills ........................................ 210- 221

x Conclusions .............................................................................. 222-225

x Recommendations ....................................................................... 225-226

x Suggestions for further Research ...................................................... 227

x Bibliography ............................................................................ 228- 242

Appendices:

Appendix A.

1. Teachers/ supervisors questionnaire..........................

Appendix B

2. The first/ final form of the speaking skills checklist...............

3. Names of the jury...................................................

Appendix C

1-The speaking test in its final form ....................................

2-Names of the jury who validated the test ............................ 3- Criteria for judging the test validity ...................................

4- Time allotted for test sections ...................................

243-244 245-247 248 251-256 257 258 258

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Appendix D

1- The raters' training checklist ..............................................

2- Samples of students' performance on the pre/post test ................ 3- Names of the raters who scored the test ..............................

259-268 269-283 283

Appendix E

1-Activities used to develop speaking skills in each lesson ...............

2-Approximate time allotted for class activities ...................... 3- The Names of the jury members who approved the program 4- Criteria for judging the suitability of the program................

Appendix F

1- The suggested program lessons......................................... 2 -Names of the teachers who approved the listening texts................

284 285 286

287

288-531 532

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