| Titre : | The Effectiveness of Task-Based Language Teaching (TBLT) in Enhancing Students’ Speaking Skills: Case Study of Third-Year LMD Students |
| Auteurs : | SAIDI Rihem, Auteur ; P/LLA Sihem BOUBEKEUR, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2025-2026 |
| Format : | 90p / 27cm |
| Accompagnement : | +CD-ROM |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
TABLE OF CONTENT PAGE
Declaration of Originality II Dedications III Acknowledgments IV Abstract V Table of Content VI List of Tables IX List of Figures X List of Acronyms and Abbreviations XI General Introduction XII Chapter One : The Review of Related Literature 1.1 Introduction 5 1.2 Approaches to Teaching English before Task-Based Language Teaching 5 1.2.1 Traditional Methods 5 1.2.1.1 The Grammar Translation Method (GTM) 5 1.2.1.2 The Direct Method (DM) 6 1.2.1.3 The Audio-Lingual Method (ALM) 6 1.2.1.4 The Structural-Situational Method or PPP 7 1.2.2 The Birth of Modern Teaching Methods 7 1.2.3 Communicative Language Teaching (CLT) 8 1.3 Task-Based Language Teaching 8 1.3.1 What is a Task? 9 1.3.2 The Components of a Task 11 1.4 The Task-Based Lesson 13 1.4.1 The Pre-Task 14 1.4.2 During Task or Task Cycle 14 1.4.3 Post-Task or Language Focus 15 1.5 Implementation of Task-Based Language Teaching in Speaking Instruction 15 1.6 Benefits of Task-Based Language Teaching 16 VII 1.7 Critiques and Issue Claims on Task-Based Language Teaching 17 1.8 The Speaking Skill 18 1.8.1 Defining Speaking 18 1.8.2 The Elements of Speaking 18 1.8.3 The Speaking Functions 19 1.8.4 The Significance of the Speaking Skill 20 1.9 Oral Expression (Oral Performance) 20 1.9.1 Pedagogical Characteristics of Oral Performance 21 1.10 The Difficult Aspects of Speaking 21 1.11 The Teaching of Speaking 23 1.11.1 Principles for Teaching Speaking Techniques 24 1.11.2 Classroom Speaking Activities 24 1.12 The Role of a Teacher in the Communicative Class 26 1.13 The Use of TBLT in Enhancing the Speaking Skill 26 1.14 Conclusion 27 Chapter Two: Description of the Fieldwork 2.1 Introduction 29 2.2 The Research Paradigm 29 2.3 The Research Design 30 2.4 Participants and Setting Description 31 2.4.1 The Participants Section 31 2.4.2 The Settings Section 33 2.5 The Data Collection Instruments 33 2.5.1 The Questionnaire 35 2.5.2 The Interviews 36 2.5.3 The Observation 37 2.6 Validity and Reliability of the Research Instruments 40 2.7 Research Procedures 41 2.8 Data Analysis Tools 42 2.9 Methodological and Situational Limitations 42 VIII 2.10 Conclusion 43 Chapter Three: Data Analysis and Discussion 3.1 Introduction 45 3.2 The Analysis and Discussion of the Findings 45 3.2.1 Analyses of the Teachers’ Questionnaire 45 3.2.1.1 Discussion of the Teachers’ Questionnaire 52 3.2.2 Teachers’ Interview Findings 54 3.2.2.1 Teachers’ Interview Interpretation 65 3.2.3 Interpretation of Classroom Observation Findings 67 3.3 Overall Results’ Interpretation 70 3.4 Suggestions and Recommendations 71 3.5 Conclusion 73 General Conclusion 75 References 77 Appendix A 79 Appendix B 81 Appendix C1 82 Appendix C2 83 Appendix C3 83 Appendix C4 84 Appendix C5 85 Appendix C6 86 Appendix C7 87 Appendix C8 88 Appendix C9 89 Appendix C10 90 Appendix C11 91 Appendix C12 92 Appendix C13 93 Summary |
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