Teachers perceptions of the task based approach to speaking skills a case of grade 11, nguyen hue gifted high school, ha dong, hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE DEPARTMENT HOÀNG THÙY HƯƠNG TEACHERS' PERCEPTIONS OF THE TASK-BASED APPROACH TO SPEAKING SKILLS: A CASE OF GRADE 11, NGUYEN HUE GIFTED HIGH SCHOOL, HA DONG, HANOI (NHẬN THỨC CỦA GIÁO VIÊN VỀ ĐƯỜNG HƯỚNG DẠY HỌC THEO NHIỆM VỤ ĐỐI VỚI KỸ NĂNG NÓI: NGHIÊN CỨU TRƯỜNG HỢP LỚP 11, TRƯỜNG PTTH CHUYÊN NGUYỄN HUỆ, HÀ ĐÔNG, HÀ NỘI) M.A Thesis (Minor Thesis) Field: TEFL Methodology Course Code: 60.14.10 HANOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE DEPARTMENT HOÀNG THÙY HƯƠNG TEACHERS' PERCEPTIONS OF THE TASK-BASED APPROACH TO SPEAKING SKILLS: A CASE OF GRADE 11, NGUYEN HUE GIFTED HIGH SCHOOL, HA DONG, HANOI (NHẬN THỨC CỦA GIÁO VIÊN VỀ ĐƯỜNG HƯỚNG DẠY HỌC THEO NHIỆM VỤ ĐỐI VỚI KỸ NĂNG NÓI: NGHIÊN CỨU TRƯỜNG HỢP LỚP 11, TRƯỜNG PTTH CHUYÊN NGUYỄN HUỆ, HÀ ĐÔNG, HÀ NỘI) M.A Thesis (Minor Thesis) Field: TEFL Methodology Course Code: 60.14.10 Supervisor: Lê Văn Canh, M.A HANOI - 2010 iv TABLE OF CONTENTS Declaration i Acknowledgement ii Abstract iii Table of contents iv List of vii abbreviations List of tables and figures viii CHAPTER INTRODUCTION 1.1 The background of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Task-based approach 2.1.1 The development of task-based approach 2.1.2 The nature of task-based language teaching 2.1.3 Task definition 2.1.4 Task types 2.2 Task-based teaching framework 2.3 Task-based teaching vs other types of teaching instruction models 11 2.4 Advantages and disadvantages of task-based language teaching 12 2.4.1 Advantages 12 2.4.2 Disadvantages 13 2.5 Implementing tasks in teaching the skills of speaking 14 2.6 The importance of understanding teacher perception of teaching 15 methodology 2.7 Definition of teacher perception 16 v 2.8 Relation between teacher perception and practice 17 2.9 Previous studies on teacher perception of TBLT 17 CHAPTER METHODOLOGY 20 3.1 The fitness of case study to research purpose 20 3.2 Restatement of research questions 20 3.3 Case description & context of the study 20 3.3.1 The setting of the study 20 3.3.2 Participants 21 3.4 Instrument 23 3.4.1 Interviews 23 3.4.2 Observation 24 3.5 Procedure 25 3.5.1 Interviews 25 3.5.2 Class observation 26 3.6 Data analysis 27 CHAPTER DISCUSSION OF THE FINDINGS 28 4.1 General overview of the findings 28 4.1.1 Teacher perception of tasks 28 4.1.2 Teacher perception of TBLT to speaking skills 30 4.1.3 Teacher perception of advantages and disadvantages in TBLT 31 implementation to speaking skills 4.1.4 The reality of teachers' class teaching 33 4.2 Discussions of the findings 36 4.2.1 Congruence and incongruence between teachers' perceptions of TBLT 37 and its theory 4.2.2 Consistence and inconsistence between their perceptions and their 38 classroom behaviours 4.2.3 Consistence and inconsistence between teacher perceptions of 38 advantages and disadvantages and their teaching practice vi CHAPTER CONCLUSIONS 40 5.1 Summary of the study major points 40 5.1.1 Summary of the study 40 5.1.2 Conclusions 40 5.1.3 Implications 41 5.2 Limitation of the study 41 REFERENCES I APPENDICES III APEENDIX A III APPENDIX B III APPENDIX C VII vii LISTS OF ABBREVIATIONS CLT: Communicative language teaching ELT: English language teaching PPP: Presentation - Practice Production TBA: Task-based approach TBLT: Task-based language teaching TST: Task-supported teaching TTT: Test - Teach - Test (=): Neutral (-): Non-conceptual, negative, not mentioned viii LISTS OF TABLES AND FIGURES Table 1: Participants' profile Table 2: Participants' perceptions of task Table 3: Participants' perception of TBLT to speaking skills Table 4: Participants' perceptions of TBLT advantages and disadvantages Table 5: Participants' class teaching practice Figure 1: Teacher-student perceptions and the quality of learning outcomes CHAPTER 1: INTRODUCTION 1.1 The background of the study In the long history of linguistics, changes and shifts in teaching methodology is obvious as there is never satisfaction with on-going methods and procedures It leads to researchers and scholars' having been trying and seeking better ways of teaching and learning languages Each new methodology born out is the result of the feedback to weaknesses of the previous prevailing one All of these methodologies are possibly categorized into the grammatical and conversational approaches which are always in the opposite trends They advocate different ways and formats: written vs oral language, learning grammar vs learning speaking, formal vs informal language use With these two scales, the second one - the conversational approach dominates in the twentieth century In the second half of the century, the need for communication between people of different cultures and languages creates a flood of learning language more quickly and effectively People are in the need of communicating orally and engaging in real communication There is a movement of learning language seen everywhere within society all over the world New and more efficient methods appear to meet the demand of the whole societies In the last part of the twentieth century, there is a contrariety between what is called focus on form and focus on content, or in other words, they are shifting to teaching language for accuracy vs teaching language for meaning The task-based approach (TBA) was born out in this context at the end of the twentieth century It has been evolving as the response to limitations of the traditional approach PPP represented by the procedure of presentation, practice and performance First known as in 'Bangalore Project' of Prabhu in 1979, taskbased approach has gained its popularity in the field of language teaching since then Many researchers, teachers have been using it for their own rights in the teaching contexts American Government Language Institutions switched to task-based instruction for foreign languages for adults in the early 1980s (as cited in Corony Edwards, Jane Willis, 2005, p.13) Current research are also focusing on task-based language teaching and learning, for example, Rod Ellis (2003) wrote "task-based language teaching and learning", David Nunan (1989) 'Designing Tasks for the Communicative Classroom', etc Other teachers and institutions are following suit However, there is no common consent in discussion and research TBA is seen from different views and perspectives The explanation for this variety lies in the difficulty in implementing TBA in the classroom, in designing materials following TBA and many other reasons In Vietnam, English is being taught as a foreign language with the aim of enhancing international communication However, the examination systems focus on formal accuracy As a result, teachers often prioritize the teaching of grammar which is often taught with PPP approach (presentation, practice, performance) In its tenets, students are expected to respond using a word or pattern that has been presented before rather than to convey the meaning or message Therefore, most students when leaving school are unable to communicate effectively in English This situation has prompted ELT professionals to find a new method more suitable and TBA has attracted their attention Nevertheless, the fact is that research on TBA in Vietnam is little There exist different views about it Above all, it is unknown that if TBA is really applied in classrooms or not and how teachers who partially have direct effects on language teaching quality understand and apply it in the classroom For these reasons, the author is inspired to conduct 'Teachers' perceptions of the task-based approach to speaking skills: A case of Grade 11, Nguyen Hue gifted high school, Ha Dong, Hanoi' 1.2 Aims of the study The study is conducted to investigate teachers' perceptions of the task-based approach to speaking skills The author desires to find out what and how they think and apply TBA in the classroom Especially, the research tries to explore their views on the advantages and disadvantages of using the task-based approach to teach speaking in their context 1.3 Research questions The above aims can be realized through the following research questions: What are teachers' understandings of the Task-Based Approach to speaking skills? What they perceive of the advantages and disadvantages of using TBA approach to speaking skills in their context? 1.4 Scope of the study Though TBA is believed to be used for four skills, however, the researcher has chosen to focus on speaking for the fact that TBA initially emphasizes meaning whereas speaking is closely connected to communication Moreover, she only researches teacher perceptions of advantages and disadvantages of using TBA in the classrooms of non-English major students but English major ones as they use two different course books The study of teacher's perceptions of the task-based approach to other skills would be beyond the scope of the study Also, due to the author's limited ability, time constraints and narrow-scaled study, the subjects in the research only involves a small number of teachers who are teaching non-English major students of Grade 11, Nguyen Hue gifted high school 1.5 Organization of the study Chapter introduced the study exploring potential of TBLT within the context of Nguyen Hue gifted high school The chapter included an overview of the issues, aims and scope of the study, the research questions and the research organization Chapter provides a review of the literature, including a theoretical framework focusing on learning and teaching theory Chapter also provides research of issues related to teacher perceptions of tasks and TBLT Chapter describes the methodology through a description of the case study and research design It included the study participants, instruments, the procedure and data analysis In addition, the role of the researcher, the role of the teacher are mentioned too Chapter presents the results of the study Finally, chapter summarizes the findings and discusses educational implications and limitation of the study XI R: Thank you very much T: You're welcome Interview 2: Teacher: Dao Researcher: Can you please introduce yourself? Teacher: My name is Dao Thi Trang I am 42 years old I am a teacher of Nguyen Hue Gifted Secondary School I have 20 years of teaching experiences Researcher: So your major is English T: Yes Luckily R: What grade are you teaching? T: I am teaching both 11 (basic textbook) and 12 (advanced textbook) grades R: Can I ask you something about grade 11? Have you ever heard of Task-based teaching? T: Yes R: Have you applied Task-based teaching? T: I am attending a training workshop which also focuses on this approach I have used this approach to teach 11 graders R: Today I only would like to talk about speaking skills In the English 11, the speaking section has three tasks What is your understanding of the term task? Do you employ tasks in your teaching? If so, what kinds? How effective are they? How you assess the students' task completion? T: The three tasks are put in simple to more difficult order They are clearly expressed in Presentation-Practice-Production, which is suitable for students’ level Task usually gives the sample, guidelines about the topic Students practice in Task based on the sample In Task 3, students are freer in production and are allowed to go further to improve their speaking skills R: While dealing with the textbook, how many types of tasks in the speaking section? For example, problem-solving or gap-filling … T: Mostly gap-filling There are some problem-solving tasks related to environment, population R: Are there any other tasks? T: Expressing feelings XII R: When you give them tasks, you ask them to work in pairs, in groups or individually? T: Most of the time in pairs and groups Sometimes when it comes to problem-solving task, pair work or individual work are used Sometimes they can work in group and the group leader will present their ideas R: What language skills you think the tasks help to improve? For example, communication skills, presentation skills or practice vocabulary and grammar structures T: Mainly presentation skills on different topics The main goal to achieve is communication R: Which is more important: communication or vocabulary and grammar structures? T: In terms of speaking, communication is more important Grammar is only needed to produce correct sentences R: Before doing the tasks, are students aware of their roles? Or they just practise what they have learned in the Reading section T: The tasks in speaking are related to reading section The teacher always tells the students about the topic They can be asked to speak or write They are expected to use structures and vocabulary related to the topic For example, if they talk about environment, they should use air pollution, garbage, planting trees R: If you are teaching them to use Should do, you agree if they don’t use it? Or they have to use Should T: They can use Should or teacher can teach other structures like had better, ought to or If I were you R: So it is not necessary T: Yes R: After they finish the task, you often call them to report the results? T: Yes, they can report individually or in pairs depending on different situations Students can be given support R: How you evaluate them? T: Fluency, focus on task, pronunciation R: For example, if one task is to solve the problem, which you evaluate: their solutions or the structures? T: The reasons first, find the language and solution R: So you mean the students need to solve the problem, use the language XIII T: Language comes first and then solution R: Now I give you another example There are five jumbled pictures in the task They are asked to put them in order and tell the story in the correct order T: In this case, they need to put the pictures in order and then tell the story R: While carrying out the tasks you and your students use Vietnamese? T: The more they use English, the better The teacher uses Vietnamese when it is difficult to understand in English I hardly use Vietnamese in the classroom R: What about the students? T: Before they spoke Vietnamese Now they can speak and listen in English and speak little Vietnamese R; Do you find any lazy students? T: Yes Especially in groups Sometimes one or two are working But they will be assessed R: Do you find any students who just use the structures in the book only or any students who use the language creatively T: Only for good students they use their own language For weaker students, it is okayed for them to use the set structures R: Do you agree that the task-based approach is similar to communicative approach? T: I totally agree The modern approach focuses on communication R: What are the teachers and students’ role in task-based approach? T: Teacher still works as a guide T: Learner-centered because it focuses on communication The teacher only monitors and provides assistance when needed R: How you teach speaking? T: First, give them instructions Then some modelling with some students Then the students can work in groups or pairs as instructed R: I assume that you have clear steps T: Of course I always follow the three stages: Pre- While-, Post- R: So the three stages are related to Task 1, 2, and in the textbook T: Not necessarily Sometimes, there are tasks related to While XIV R: Do you find it interesting to apply this approach? T: Very suitable I feel excited when students can use English to communicate R: Why you choose approach, and not other previous approaches? T: Because it help us the maximize language development of the students R: Are the students feel relaxed and confident to use English when you apply this approach? T: Yes With guidance the students can move from easy to difficult level R: Are the topic in the textbook appropriate? T: Yes very R: Any irrelevant topic? T: One topic about Foreign Cultures because the students are not used to it For example, Birthday Party, giving gift Cultures differ T: Yes Compared to other student groups R: Do you spend a lot of time on preparation? T: Yes I’ve been teaching for many years and using a lot of textbooks Now the textbook is moving from grammar to communication Therefore, I need to change a lot to prepare Sometimes, I don’t know what to Reading, for example, I have not enough time to teach R: Do you have enough time to teach Speaking? T: Sometime not because students create more situations and I need to support it And it goes far from the track R: In English 11, are the task requirements suitable? T: Very because they are close to their life All the tasks are clear R: What are the advantages and disadvantages of this approach? T: Interaction is much improved when using this approach However, there are long texts and new vocabulary Also, students’ level varies It is not always convenient to change the seats in the classroom R: Do you agree with the idea that this approach is not suitable for low level students? T: Actually no The topics should be relevant Depending on levels of students the teacher has different ways of teaching R: The teacher should modify the content so that they can meet the students’ needs XV T: It depends on the teacher Teacher should be flexible R: Do you agree with the idea that the approach focuses on meaning rather than form Therefore, students are weak at grammar and vocabulary T: Not really Because students begins to learn English with basic structures R: Do you agree with the idea that this approach is an unverified theory? Task types, assessment of carrying out the task What’s your opinion? T: Not really All speaking tasks are related to the topic R: Do you have any other difficulties? T: Not really because everything in the textbook is clear R: One more question Do you think that students are motivated and confident to speak? T: Yes because there are changes in the textbook, which meet the students and teachers’ needs R: If you are teaching them to use Should do, you agree if they don’t use it? Or they have to use Should T: They can use Should or teacher can teach other structures like had better R: Thank you very much Interview 3: Researcher: Can you please introduce yourself? Teacher: My name is Pham Thi Thu Hoan I am 36 years old I am a teacher of Nguyen Hue Gifted Secondary School I have been teaching English for 14 years since 1996 Researcher: So your major is English T: I graduated with a degree in English Language R: What grade are you teaching? T: I am teaching at grades 10, 11, 12 R: Can I ask you something about grade 11? Have you ever heard of Task-based teaching? Have you applied Task-based teaching? T: I have attended four one-month training workshops in summer of 2006, 2007, 2008 which also focused on language skills, including speaking in the light of task-based approach Because you are interested in teaching speaking at 11 grade, I will talk only about this In terms of speaking, there are three tasks Task is considered pre-speaking, while-speaking, post-speaking XVI R: Today I only would like to talk about speaking skills In the English 11, the speaking section has three tasks In the English 11, the speaking section has three tasks What is your understanding of the term task? Do you employ tasks in your teaching? If so, what kinds? How effective are they? How you assess the students' task completion? T: All the topics are based on reading section In the speaking sections, the teacher not only teaches communication skills, but grammar and vocabulary as well R: When you give them tasks, you ask them to work in pairs, in groups or individually? T: pair It depends on the requirements of the tasks If there are role A and B, I will use work Sometimes they can work in discussions The group leader will present their ideas Individual work is used only students are asked to give his or her own opinions Also it depends on the lesson plan R: What language skills you think the tasks help to improve? For example, communication skills, presentation skills or practice vocabulary and grammar structures T: The main goal to achieve is communication However, there are shy students who just only want to use correct grammar Time is also limited in speaking lesson so it is not enough time for them to express all their feelings to go further on the topic R: Which is more important: communication or vocabulary and grammar structures? T: In terms of speaking, the teacher want to improve the students’ communication skills Whereas students only pay attentiont to grammar and vocabulary R: So your opinion is to improve students’ communication skills rather than grammar T: That’s what the speaking lesson is about Language Focus is designed to serve such purpose The teacher should not correct too much grammar in speaking lesson R: While doing the tasks, are students aware of their roles? T: The students should know exactly about the topic and the requirements The book has the sample The students should understand because I usually spend about to seven minutes giving instructions However, students are not creative They only substitute and base on the sample R: So students only immitate the strategies in the book to communicate When students are asked to report, what about assessment? T: The students must know clearly the requirements, fluency Anyway, the students still need help to remember the structures It also takes to time for students to express the opinion because it takes time XVII R: Now I give you another example There are five jumbled pictures in the task They are asked to put them in order and tell the story in the correct order In your opinion, what is a good report? T: In this case, they need to put the pictures in order and then tell the story, pronunciation and grammar are only paid attention to R: While carrying out the tasks you and your students use Vietnamese? T: The more they use English, the better The teacher uses Vietnamese when it is difficult to understand instructions in English R: What about the students? T: Students are asked to speak and listen in English Students can use Vietnamese when asking for clarification R: Do you agree that the task-based approach is similar to communicative approach? T: I agree R: What are the teachers and students’ role in task-based approach? T: Teacher still works as a guide T: They perform the task as required For example, if students are askd to give opinion about IT When asking questions, avoid Yes-No questions, but use open questions R: Learners are center of the classroom and the teacher is the guide R: How you teach speaking? T: First, warm-up Then some modelling with some students Then the students can work in groups or pairs as instructed R: I assume that you have clear steps T: Of course I always follow the three stages: Pre- While-, Post- R: So the three stages are related to Task 1, 2, and in the textbook T: Sometimes task can be given as homework or combine task and Task can be interview R: Do you find it interesting to apply this approach? T: Very interesting and new However, because it’s new and it will not be accepted right away by teachers and students Especially for low level students Teacher also has to prepare a lot R: Why you choose approach, and not other previous approaches? XVIII T: About the old textbooks, there were no conversation The new set of textbooks require new methods Teachers are allowed to be flexible R: Do you think the students are relaxed to speak? T: Formerly the teacher had to speak a lot Now the students have to speak actively It is good to work in groups because they support each other However, there are lazy students who not want to join Do you think that students are motivated and confident to speak? T: Yes because there are changes in the textbook, which meet the students and teachers’ needs T: For the textbook writer, it is close, not strange for some students Sports for example, female students are weak But for beauty contests female students are better R: What are the difficulties? T: An interesting speaking lesson to difficult to design Time to speak is not enough R: What are the advantages? T: Two heads are better than one Group work is preferable R: Do you agree with the idea that the approach focuses on meaning rather than form T: While speaking, students like to write down structures spoken by teacher It is understandable that students know they are only tested writing, not speaking Students are not really aware of the communication skills in speaking skills R: Do you agree with the idea that this approach is an unverified theory? Task types, assessment of carrying out the task What’s your opinion? T: We only follow the text requirements In the post office lesson, students can only what is required by the textbook There is no further exploitation R: Do students abuse Vietnamese? T: Only when asking for structures Students are aware that they have to use English But there are poor students, especially maths students R: When performing the tasks, they have to use the fixed structures or use their own language? T: Yes, fixed structures first then they can go further Interview 4: Teacher: Cam XIX R: Good morning May you give some brief introduction? T: My name is Ton Nu Le Huong I'm teaching at Nguyen Hue gifted high school in Ha Dong After my graduation, I started teaching French However, years ago, I began teaching English instead I've been teaching English since then R: Which grade are you teaching? T: I'm teaching 11 form th th R: Have you ever heard of TBA when teaching 11 form and you implement it in your teaching practice? T: Fortunately, I've heard of it in a training course held by Hanoi Department of Education and Training It's in charge by foreign teachers and I'm also joining this course R: I'd like to ask you some questions about TBA to speaking skills In speaking sections, there are many tasks such as task 1, 2, What is your understanding of the term task in the course book? Do you employ tasks in your teaching? If so, what kinds? How effective are they? How you assess the students' task completion? T: I've been teaching English for grade 11 for or years I think that the course book is rather suitable for students' speaking skills development However, it's difficult for us to carry out these tasks effectively in reality as my classes are of big size R: When doing speaking tasks, students work in groups or pairs or individually? T: It depends on each lesson The tasks which I think are good for groups, then my students work in groups Those which are suitable for pairs, they need to in pairs Yet, it's important that the teacher has to control such big-sized classes well R: Have you ever asked them to work individually? T: Oh, yes It's certain After I let them work individually, some will be selected to present in class It's one of the ways to correct the tasks and show that students have finished the work R: Can you tell me what those speaking tasks aim to develop? Students' knowledge, their ability of expressing ideas in English or to pratise grammar structures and new words which have been taught in the lesson? T: In my opinion, tasks are taught in steps First, students are provided with input Then, students reuse the input to tasks that the teacher ask or have been availably designed in the course book Last, they can practise more with real-life topics However, as I have said, teaching in such a way is difficult to get good results because of big-sized classes XX R: What you think students need to focus on? meaning or structures and new words? T: Well, to tell the truth, my opinion that students must be able to communicate in English is opposite to the goal of teaching languages at the school Here students need to pass written tests first Therefore, if they pay too much attention to speaking, there may be much risk in their doing written tests R: Before doing tasks, you instruct students clearly? T: Oh, yes They can only the tasks well if they understand the requirements and instructions R: How you assess students' task completion? Basing on speaking fluently and accurately or using grammar structures and new words well or any thing else? T: It depends on the kind of students Those who are rather good at English, besides structures and words taught, they need creative ability, need new ideas or their own idea expression Those who are worse just are required to use what have been taught in the lesson R: It means that they only need to what the tasks require? T: Yes, right R: Do you agree that TBA is consistent with the principles of CLT? T: Yes I believe these tasks help to develop students' communicative ability R: How the teacher and students play role in TBLT classes? T: Teachers are task-organisers who give tasks to students They instruct students what need to be done They are instructors, controllers, advisers and error correctors in the class R: What about your students? T: I see that my students are rather comfortable and more self-confident R: Let's take a task as an example Students are required to re-tell a tour trip basing on the given pictures How you assess your students' task completion? T: To such a task, the first criteria is the fluency Second, it's the students' confidence I don't pay too much attention to accuracy, strutctures or word usage because I think, in speaking, mistakes are acceptable It's important that they speak fluently, confidently and re-tell the story in the right order R: How you teach a speaking lesson? Do you divide it into steps? T: To ensure the final game in any speaking lesson, I often foloow steps First, I provide my students with a specific context which maybe appear in the course book Then, I XXI encourage my students to speak But if they lack the input (structures, new words, etc.) to express ideas, I'll help them as an adviser or input provider Finally, after finishing tasks in the course book, students will focus on more real-life context tasks R: Why you choose TBA in your teaching? T: I knew traditional methods but did not ever implement them in teaching practice I used TBA in teaching French about 10 years ago Actually I did not choose it but my teachers taught me and chose it for me R: Are you interested with TBA, does it encourage students to use English more? T: Yee I assure that my students speak English more and express their ideas better However, this is contrary to the school education policy which focuses on grammar than speaking R: Is your students' English learning motivation higher? T: Oh, I'm not sure English is not the subject the classes that I'm teaching focus on Their three majors are Maths, Physics and Sciences R: Which one you think that your students should focus first? Communicative ability or grammar structures? T: Certainly, it's communicative ability However, grammar structures are neccessary because students cannot communicate without them Yet, I reassure that it's not important to focus on structures R: So is your students' speaking skills improved? T: I'm not sure They tell me that they can speak some basic sentences R: Do you spend much time for preparation of TBLT lessons T: No, because teaching speaking skills is my strength R: Do you find that the course book that you are teaching is easy to use and has many reallife situations? T: Yes, I like it very much and it's suitable for communication The topics are easy to understand and come from real life R: What you think of advantages and disadvantages of TBA in teaching speaking skills? T: The advantage is students' attitude towards learning My students are rather obidient But there are many disadvantages First, classes are of big size Second, students are at different levels because they come from different areas where English is taught in various ways Therefore, it's difficult to carry out the tasks effectively XXII R: Do you agree that TBA is not suitable for beginners? T: No, I don't think so It's important that the teacher designs suitable tasks for students R: With TBA, teachers mainly focus on meaning, so their students are worse at structures and grammar in comparison with other approaches Do you have the same idea? T: Oh, sure If our education system changes, it's certain that the way students learn will change too R: According to you, how many kinds of tasks are there? T: Tasks are designed to develop communicative ability They follow the content of the lesson R: Do you see that your students' collaboration better improved? T: Yes, it's clear ... understandings of the Task- Based Approach to speaking skills? What they perceive of the advantages and disadvantages of using TBA approach to speaking skills in their context? The answers to these questions... perceptions of task and TBLT to speaking skills That is how they perceive of tasks and task- based approach to speaking skills in their context and what they think the advantages, disadvantages are when... that all of the teachers had unclear answers of TBLT concept 31 They all had the same idea that TBLT was the teaching basing on tasks The teachers gave out tasks to students and helped them to