International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

Developing Speaking Skills through TBLT

Biswajit Jena1

Abstract
Out of all the four basic skills, Speaking is regarded as the most active skill. To
achieve good speaking skill, it takes tireless efforts along with a good amount of strong
determination and a regular and religious practice as well. Unlike other three basic skills, it
can be acquired in an informal setting. But the one learnt in an informal setting renders less
effectiveness, whereas the one learnt in a formal setting has a long standing-effect. Speaking
not only involves a mere utterance, but also tone, intonation, and stress patterns etc.
Mastering these prosodic features is a tough task.

It takes a considerably long time for a non-native speaker of English to speak like a
native speaker. Notwithstanding being learnt in a formal situation, a host of segmental as well
as supra-segmental features of the L1 retain in the target language. This is well known as a
Mother Tongue Influence (MTI hereafter). MTI can be checked by regular and frequent
practice. The paper will look into different issues involved with MTI which hinder develop
good speaking skill. It will also give an insight how to develop Speaking skills through Task
Based Language Teaching approach.

Key words-
Segmental and Supra-segmental features, MTI, TBLT

1
Assistant Professor, Dept. of English,
Ellenki College of Engineering and Technology, Hyderabad
Developing Speaking Skills through TBLT: Biswajit Jena 691
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

and the target language etc. MTI is well

Introduction known as ‘mother tongue influence’.
English has been the international While learning a target language, if some
lingua franca and is rapidly emerging as of the linguistic as well as phonological
the global language. It is now features reflect in the target language that
consolidating its position as the global is called as a mother tongue influence.
language of communication. Thus, there is This is a widely common phenomenon
an urgent need for all people across the faced by L2 learners while learning a new
world to learn English. Fortunately, this target language.
need of learning English has been well
There is a major reason why MTI
recognized in India and concerted efforts
occurs and the reason is the difference and
are being made to strengthen the teaching
non-availability of the same speech sounds
and learning of English. The objective is to
in other languages which are available in
make the acquisition of English as early as
English, e.g.
possible.
a) English phonetics has two semi-vowels
Out of the four basic skills, i.e.
/j, w/ that are consonants in other
Listening, Speaking, Reading and Writing,
languages, e.g. in Odia.
Speaking is regarded as the most difficult
and untameable. Learners begin either by b) There is a substitution of [v] for English
listening or reading and gradually, in the /w/, e.g. west as [vest] and understood as
passage of time, switch to speaking and vest.
writing. Out of these four skills, listening
c) People tend to use unaspirated /p/, /t/,
and reading are skills of comprehension
/k/ at the beginning of accented syllables,
while speaking and writing are known as
e.g. in touch, pull, come.
skills of expression.
d) English affricates [ts], [dz] are not
Though not impossible, it is quite
universal. They are pronounced distinctly
difficult to excel in speaking. When a non-
in other languages.
native speaker of English ventures to learn
English, she has to encounter a host of Apart from these given differences,
other problems, apart from language there are a number of other differences
differences: MTI, prosodic feature found. Due to such differences in
differences between the source language phonological level, the confidence of the
Developing Speaking Skills through TBLT: Biswajit Jena 692
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

L2 learners decreases. They are afraid of When the non-native learners of English
speaking. They fear that they might go start learning English, there are certain
wrong and make mistakes. A dearth of linguistic as well as phonological features
vocabulary is also noticed. They shy away that are transferred to the target language,
from the scene, even though they know the i.e. English. This is where the real problem
right answer of a question. They have arises. This influence is so wide and
adequate knowledge, but lack in extensive that it is very difficult to do
presentation skills or how to express. This away with them. This influence is seen
is a major issue across Indian classrooms. widely in the areas of pronunciation,
There are a lot many other problems that syntax, and semantics. This is where
can be discovered in segmental and supra- Selinker’s (1972) Interlanguage hypothesis
segmental features. comes to play a vital role.

Segmental and Supra- Interlanguage Hypothesis

segmental features Selinker (1972) defines,
‘Interlanguage hypothesis is a situation
Segmental features include
which most of the language learners face
consonants, vowels and their nature of
quite often. The basic idea underlying the
speech and word accent in English
interlanguage hypothesis is that the L2
phonetics.
learner of a language is always moving
Features, which relate to an towards the target language. This move
utterance longer than a sound towards the target language occurs in
segment are called supra- stages of approximation to the ideal state
segmental or prosodic features. of target language attainment. This implies
These include length, stress, and that a learner has to go through stages of
pitch. The term ‘length’ relates to learning; it means that this learning best
duration, ‘stress’ relates to occurs through trial. It also means that trial
intensity, muscular activity or and error is therefore a means for attaining
air-pressure, and ‘pitch’ relates the rules of the target language. Though it
to the note of the voice as is not a complete language in its own right,
determined by the frequency of interlanguage has some signs of
vibration of the vocal cords. development and movement towards a
(Bansal and Harrison, 1994: 14) target language. The L2 learners
Developing Speaking Skills through TBLT: Biswajit Jena 693
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

continually strive for perfection in the may be suitable for different contexts and
target language until they achieve it. In situations but not vice versa. TBLT
attempting to understand the relationship approach is a successful communicative
between the first and second language, approach in ELT.
interlanguage does try to aim for some sort
of pattern or structure in development. The What is TBLT?
idea of stages of development in linguistic TBLT or more popularly known as
terms is implied, and perhaps also TBL is a new approach which provides an
indicates a natural order of acquisition.’ alternative way of teaching to the language
teaching practitioners. Rather than
Second Language Acquisition focussing on ‘form’, it focuses more on

(SLA) ‘meaning’. It means more emphasis is

given to the meaning-focused activities
Acquisition of a language in a
rather than form-focused activities.
natural way and learning it in an artificial
way are two different things altogether TBLT is variously defined by
(Krashen, 1976). Both the processes are different people. Given below are some of
not at all equal. Natural way of language them.
acquisition relies much on the
surroundings or the natural setting, unlike
a laboratory setting for the second
language acquisition (SLA henceforth).

In English language teaching (ELT

henceforth), there are several methods and
approaches offered by various theorists. Ellis (2003) defines TBLT in the
These methods and approaches include the following words:
Direct Method, Grammar-Translation
TBLT is an approach to teaching
Method, the Structural approach, the
a second/foreign language that
Communicative language teaching
seeks to engage learners in
method, the natural approach, the
interactionally authentic
community language learning method and
language use by having them
Task Based Language Teaching approach
perform a series of tasks. It aims
(TBLT). All these methods and approaches
Developing Speaking Skills through TBLT: Biswajit Jena 694
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

to both enable learners (1) to gives centre stage to language

acquire new linguistic knowledge learners and to acquisition
and (2) to proceduralize their processes and learning
existing knowledge. strategies. Underlying some of
these approaches is the view
that a language ‘cannot be
(Ellis, R., 2003:30)
taught’ but can only be acquired
Newby (1998) states about TBL, by the learner, the teacher
taking on the role of a facilitator
The task based approach allows
in this process. Thus, grammar
the learners to use the language
rules explained by the teacher
they possess. They are advised
give way to discover techniques
to focus on conveying their
and awareness-raising tasks by
message, without being overly
the pupil.
careful about the structure. This
makes the activity based
approach closer to real-life (Newby, D., 1998)
communicative situation. As a
Though Newby stated it in
result of the activities employed
reference to grammar, this is applicable to
in the classroom, the learners
all other skills of English, i.e. speaking,
feel involved. When they arrive
listening, etc.
at conclusions or rules with
gentle guidance from the
Task
teachers, there is a sense of
Task holds a central position in
achievement and learning is
TBLT. A task can be any activity which
better. Learning/teaching
produces some outcome. The task is
through activities involves the
defined by various theorists in different
employing of what we call
ways.
Immersion Techniques, where
learning takes place through A ‘Task’ as suggested by Nunan
interaction with fellow students. (2004) can be briefly divided into two
Teaching through activities is a broad categories: Target tasks and
learner-centred approach that Pedagogical tasks. Target tasks, as the

Developing Speaking Skills through TBLT: Biswajit Jena 695

 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

name implies, refers to the uses of weighing a patient,

language in the world beyond the sorting letters, making a
classroom; pedagogical tasks are those that hotel reservation,
occur in the classroom. Nunan (1989) writing a cheque, finding
further defines, ‘A communicative task is a a destination and
piece of classroom work which involves helping someone across
learners in comprehending, manipulating, a road. In other words,
producing or interacting in the target by ‘task’ is meant the
language while their attention is hundred and one things
principally focused on meaning rather than people do in everyday
form. The task should also have a sense of life, at work, at play and
completeness, being able to stand alone as in between.
a communicative act in its own right.’

There are several other ELT practitioners (Long, M., 1985: 89)
who have defined it in various other ways.
Prabhu (1987) states, ‘A task is
Given below are some of them.
an activity which required learners to
A target task as defined by Long arrive at an outcome from given
(1985): information through some process of
thought, and which allowed teachers
A ‘task’ is a piece of
to regulate that process.’
work undertaken for
oneself or for others, When the task is performed in a
freely or for some classroom it is called a pedagogical task.
reward. Thus, examples Richards, et al (1986) defines a
of tasks include painting pedagogical task as:
a fence, dressing a child,
……an activity or action
filling out a form, buying
which is carried out as
a pair of shoes, making
the result of processing
an airline reservation,
or understanding
borrowing a library
language (i.e. as a
book, taking a driving
response). For example,
test, typing a letter,
drawing a map while
Developing Speaking Skills through TBLT: Biswajit Jena 696
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

listening to a tape, objective, appropriate

listening to an content, a specified
instruction and working procedure, and
performing a command a range of outcomes for
may be referred to as those who undertake the
tasks. Tasks may or may task. ‘Task’ is therefore
not involve the assumed to refer to a
production of language. range of workplans
A task usually requires which have the overall
the teacher to specify purposes of facilitating
what will be regarded as language learning—from
successful completion of the simple and brief
the task. The use of a exercise type, no more
variety of different kinds complex and lengthy
of tasks in language activities such as
teaching is said to make problem-solving or
language teaching more simulations and decision
communicative…..since making.
it provides a purpose for
a classroom activity
(Breen, M. 1987: 23)
which goes beyond the
practice of language for Prabhu (1987) focussed chiefly on
its own sake. ‘meaning’, thus he argued that a task had
some kind of ‘gap’. He identified three
main types of such gap: information gap,
(Richards, et al. 1986: 289)
reasoning gap, and opinion gap. A learner
was required to use some thought process
to fill the gaps.
Breen (1987) offers another
definition of a pedagogical task: An Experimental study
…. Any structured To ascertain a positive outcome of
language endeavor TBLT, the author carried out an
which has a particular experimental study in an Engineering
Developing Speaking Skills through TBLT: Biswajit Jena 697
 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

college named Balasore College of The tasks

Engineering and Technology, Balasore,
1. Role play- it involves playing
Odisha. Two groups were selected for the
the role of another person. The learners
research design: Control group and
were asked to play the roles of doctor-
Experimental group. Both the groups were
patient, vendor-customer, conductor-
heterogeneous. While the control group
passenger, teacher-student, and some
consisted of 60 students from Civil and
social role plays like father-mother,
Computer science branch (30 each), the
brother-sister etc. It was a pair activity.
experimental group had 60 students from
Mechanical and Electrical branch (30 2. Information-gap activity- it
each). For experimentation purpose, the refers to the transfer of information from

control group was taught with the same one group to another that does not have it,

syllabus and there was absolutely no e.g. filling up the names of capital cities of

change in their teaching methods. On the different states looking at a given map of
other hand, the experimental group was India. This activity was done to enhance

taught by the same method that was used interpersonal communication. It was a

for the control group. Apart from the group activity.

conventional method, the experimental

3. Storytelling- it involves telling a
group was taught with various
story in the lines demarcated by the
communicative tasks and activities for
teacher. Some hints about the story were
three months. Since the students were very
given and the learners were asked to
less exposed to English, a needs analysis
complete the stories. It was designed to
was conducted. After conducting a
enhance their communicative and creative
thorough needs analysis, the tasks were
skills as well. It was a pair work.
selected keeping their level of
understanding and exposure in English and 4. Reasoning-gap activity- it

socio-cultural background in view. The involves deriving some new information

selected tasks included role play, from given information through processes

information gap activity, storytelling, and of inference, deduction, and practical

reasoning-gap activity. reasoning, e.g. a time-table of a class was

given and the learners were asked to make
a time-table for another class. This was

Developing Speaking Skills through TBLT: Biswajit Jena 698

 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

done to enhance the learners’ reasoning Findings of the experiment

ability. It was a group work.
The findings of the experiment were quite
impressive. The experiment continued for
Methodology of TBLT
three months. The main focus of the
1. Pre-task (motivation and pre-
activities was on ‘meaning’ though ‘form’
knowledge of the activities).
was focused at a later stage (post-task).
2. The main task (when actually the Fluency was the main objective of the
tasks were done). researcher. Given below are some of the
major findings, we achieved from the
3. Post-task (language practice
experiment:
activities).
1. The participant learners of the
1. Pre-task- at this stage a thorough
experimental group were seen taking more
motivation and orientation was carried out.
interest in the activities. Some of the weak
The teacher introduced different activities
learners known to the researcher were the
to the learners. Concealing the intention of
forerunners in almost all the activities.
the researcher, the learners were asked
whether they have any idea of these 2. Those students who were able to
selected activities. Most of the learners utter a few words in English, like some
gave a positive response and expressed verb words (go, come, eat, and make etc.)
interest in those activities as well. they were able to speak complete
sentences using those verb words. Though
2. Main task- this was the stage where the
the accuracy level was low, fluency
tasks were actually done. The learners
enhanced to a greater extent.
were divided into pairs and groups as per
the requirement of the tasks. Each of the 3. Compared with the control
groups or pairs was assigned some tasks to group, the experimental group was more
complete. expressive, more fluent.

3. Post-task- this stage was the language 4. Though some disadvantaged

practice stage. This stage enabled the learners experienced some difficulties
learners to enhance their vocabulary and during the tasks with regard to the
grammar ability through the various instructions, they were well handled by the
information gap and storytelling activities. teacher.

Developing Speaking Skills through TBLT: Biswajit Jena 699

 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

5. At least 40 students out of 60 lockstep teaching. Thus, TBLT is a

were found to be taking part in all the democratic approach both for the learners
activities and in the post-test they were and teachers. A teacher can be a
found to have achieved some fluency. ‘scaffolding’ or ‘interlocutor’ for the
learners. Which is why, if the class is
6. The use of TBLT amazingly
completely teacher-centred, there is a fear
regained the confidence of the learners.
of ‘least outcome’ from the learners’ side.
Those who tended to shy away, they led
the class in various activities.
Conclusion
TBLT is a new approach to look at
Shortcomings in TBLT
language learning and teaching. It is the
There are some shortcomings in
strong version of Communicative
TBLT as well. Since the main focus is on
Language Teaching (CLT) Method. Some
‘meaning’, the ‘form’ part remains least
theorists are skeptical about the success of
addressed. Sheen (2003) claims that, in
TBLT since it focuses more on ‘meaning’
TBLT there is ‘no grammar syllabus’.
rather than ‘form’. Meaning is associated
Similarly, Swan (2005) argues that TBLT
with fluency and form is associated with
‘outlaws’ the grammar syllabus. Swan
accuracy. Accuracy can be achieved
(2005) also claims, ‘TBLT promotes
slightly later once fluency is achieved. But
learner-centeredness at the expense of
accuracy cannot be achieved at the cost of
teacher-directed instruction.’ The claims of
fluency. Most of the classrooms in Indian
Sheen and Swan may be right. But such
setting are suffering from this problem.
claims can be invalidated. Grammar has
The traditional way of teaching has been
been focused in a number of studies
focussing more on form than meaning.
through TBLT (Mackey, 1999). The other
Hence, fluency has suffered a lot at the
claim by Swan may not be a correct one.
cost of accuracy. Not only in speaking
Ellis (2003) has consistently argued that
skills, TBLT can also be integrated with
tasks can be usefully performed in teacher-
other basic skills, i.e. listening, reading,
class interaction (i.e. need not involve
and writing. However, TBLT has the
group or pair work) and points to the
potential to remove the MTI and enable
advantages this have for ensuring a
the learners to achieve good speaking
teacher-led focus on form. Prabhu (1987)
skills.
insists that tasks are better performed in

Developing Speaking Skills through TBLT: Biswajit Jena 700

 International Journal of Research (IJR) Vol-1, Issue-4, May 2014 ISSN 2348-6848

References
1. Bansal, R. K. & Harrison, J. B. (1972). Spoken English: A Manual of Speech and
Phonetics. Madras: Orient Longman Limited.
2. Breen, M. (1987), Learner Contributions to task design in C. Candlin and D. Murphy
(eds.).
3. Ellis, R. (2003). Task Based Language Learning and Teaching. New York, NY:
Oxford University Press.
4. Nunan, D. (1992). Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press.
5. Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
6. Selinker, L. (1972). Interlanguage. Jack. C. Richards (ed.). Error Analysis
Perspectives on Second Language Acquisition. London: Longman.
7. Retrieved from http:www.//slideshare.net/literaturadehablainglesa/task-based-
language-teaching
8. Retrieved from http:www.//teachingenglish.org.uk › Articles
9. Retrieved from
http:www.//educ.ualberta.ca/staff/olenka.../taskbasedlanguageteaching.html

Developing Speaking Skills through TBLT: Biswajit Jena 701