Journal of English Language Teaching

Exploring Task-Based Learning Frameworks for Enhancing Spoken English in Indian Classrooms

Pooja Singal

Assistant Professor, Lady Shriram College for Women, University of Delhi

Keywords: Second Language Acquisition, Task-based learning, Low-proficiency learners, Communicative competence

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Abstract

This qualitative study aimed to explore the implementation of Task-based Learning frameworks (TBL) for improving the spoken English of low proficiency learners in the Indian context. The TBL framework proposed by Willis (1996) was chosen as a reference and three frameworks were designed around three language functions- to talk about self, to greet people, and to ask for help. Keeping the level of the learners in mind, the tasks designed were simple and focused on providing comprehensible input and opportunities for language production. Recordings were made while learners carried out various tasks and these were analyzed to investigate the changes in the spoken language skills of the learners. The paper presents the key findings from the study regarding the impact of using TBL frameworks in improving the overall learning environment of an English classroom and in enhancing the spoken language abilities of the learners for carrying out the abovementioned functions. 

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