69095

KASDI MERBAH UNIVERSITY-OUARGLA
Faculty of Letters and Languages

Department of Letters and English
Language
Prepared by: Bedjgha waffa Supervised by: Mr. Ben cheikh Youcef
Bahaz selma
Academic year 2016/2017

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Page 1
The outline
Key Terms
Introduction
Purpose of the study
Research questions
Research hypothesis
Methodology
Structure of the dissertation
Expected results
Limitations of the study
Bibliography
Page 2
Page 3
Key Terms
Task-based language teaching
Tenses
Oral performance
Speaking skill
Page 4
Introduction
English as a Second Language Learners find that
learning grammar generally is a difficult task to learn
particularly tenses are frequently complicated ,because
it contains heterogeneous rules and complex
exceptions.The learner’s capacity in learning grammar
lies on their comprehension level and their grasping .
Thus, various methods were materialized in order to
facilitate English language teaching , one of them is
Task-Based language teaching which aims at engaging
learners in an interactional authentic language use by
having them perform a series of tasks, add to this it
helps the learners to develop their current skills and to
acquire new linguistic
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Page 5
Purpose of the study
The overall aim of this research is to advance an

understanding about the extent to what task based approach
can serve the learner to be able to use tenses in their oral
performance appropriatly. Moreover it focuses on how to use
TBA and what are the different methods that can be adopted
within this approach. This study seeks also to explain how this
approach can be used , Besides it aims at investigating in
which way TBA will help the teacher to improve his learner's
level in using tenses in their oral performance.
Page 6
Research questions
The main questions this research
attempts to answer are:
•What can be achieved by using Task-Based

approach in teaching tenses to oral classes ?
•How can the use of Task-Based approach affect

teaching tense to oral classes ?
•In which way Task-Based approach is useful in

developing student’s oral performance ?
Page 7
Research Hypothesis
 The present study highlighted that the main

objective of adopting Task-Based approach to
teaching tenses is to improve student’s tenses use in
oral performance .However, UKMO teachers of
English have to search about the appropriate
approach to teaching tenses .We hypothesized that if
teachers apply the Task-Based approach effectively
, this would serve the learners in enhancing their use
of tenses in their oral performance.
Page 8
• Setting:
 At the Departement of Letters and English
Language at Kasdi Merbah University Ouargla.
 The academic year 2018/2019 for Second Year

License Students of English.
• Research method :
 we opted for a quasi- experimental method in pursuit of obtaining

accurate outcomes from participants. Further, it was followed by face-
to-face interview which was considered to be a research data
technique carried out with the definite purpose of gathering data by
means of the spoken words through the use of a planned series of
questions.
Page 9
Also, a questionnaire was distributed in order to elicit general
information from our sample about the use of tenses in oral
performance, pre-test and post-test were designed to measure the
development the students made after the training session. Finally,
the choice of qualitative method for this research is the result of
a reflection on the nature of the problem.
• Participants:
Page 10
Structure of the Dissertation
 This study is divided into tow chapters
after the general introduction a theoretical
and a practical one. The first chapter is
devoted to literature review and it is divided
into three sections: Task-based approach ,
Teaching grammar, Teaching speaking skill.
The second chapter (The practical part) is
regarded as an application. It represents the
collected data and the analysis of the
findings.
Page 11
Expected results
By the end of this study we aim to achieve

the following results:
 Correcting student’s errors in using

tenses in their oral performance.
 Motivating students to use more tenses

to increase their oral fluency .
Page 12
Limitations of the study
Although the importance of this study it

does have some limitations. This study is
conducted to second year license student of
English at Kasdi Merbah University Ouargla.
Its main purpose is to investigate the extent
to which Task-based approach enhances
learner’s use of tenses in oral performance.
Page 13
Preliminary References
•Lin, Z. (2009).cited from Task-based language teaching: what every EFL
teacher should do, Murat Hismanoglu , Sibel Hismanoglu,
www.sciencedirect.com
•Rod Ellis (2003), Task-based language learning and teaching, Oxford

University Press.
Denzin and Lincoln (1994); cited from, Research methods education.

(2005),(5thed). London& New York: Taylor and Francis group.
•Kris Van Brendan, (2008), Task-Based Language Education From Theory

to Practice, Cambridge University Press.
•Swan (2005) , cited from Task-based language teaching: what every EFL
teacher should do, Murat Hismanoglu , Sibel Hismanoglu,
www.sciencedirect.com
•Byget et al(2001).cited from Task-based language education :from theory
to practisePour
,Kris Van
plus de Brendan,
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KASDI MERBAH UNIVERSITY-OUARGLA

Faculty of Letters and Languages

Academic year 2016/2017

The overall aim of this research is to advance an

Pour plus de modèles : Modèles Powerpoint PPT gratuits

•What can be achieved by using Task-Based

•How can the use of Task-Based approach affect

•In which way Task-Based approach is useful in

 The present study highlighted that the main

Pour plus de modèles : Modèles Powerpoint PPT gratuits

 The academic year 2018/2019 for Second Year

 we opted for a quasi- experimental method in pursuit of obtaining

Pour plus de modèles : Modèles Powerpoint PPT gratuits

By the end of this study we aim to achieve

 Correcting student’s errors in using

 Motivating students to use more tenses

Although the importance of this study it

Pour plus de modèles : Modèles Powerpoint PPT gratuits

•Rod Ellis (2003), Task-based language learning and teaching, Oxford

Denzin and Lincoln (1994); cited from, Research methods education.

•Kris Van Brendan, (2008), Task-Based Language Education From Theory

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