“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
185
USING TASK-BASED LANGUAGE TEACHING (TBLT) TO IMPROVE
ORAL PROFICIENCY IN BEGINNER FRENCH LEARNERS
Narzulloyeva Dilfuza Bahriddin qizi
Student of the Faculty of Foreign Languages of Bukhara State University
Abstract:
This study explores the effectiveness of Task-Based Language
Teaching (TBLT) in improving oral proficiency among beginner learners of French as
a Foreign Language (FLE). Grounded in communicative language teaching principles,
TBLT emphasizes real-world language use through meaningful tasks. The research
employed an experimental design involving two beginner-level French classes over a
six-week period. One group was taught using TBLT, while the control group followed
a traditional grammar-based approach. Results show that the experimental group
demonstrated significant improvements in fluency, accuracy, and confidence in oral
expression. These findings suggest that TBLT is a viable and effective methodology
for developing oral communication skills in novice learners.
Keywords:
Oral proficiency, French as a foreign language, beginner learners,
communicative approach, speaking skills, language pedagogy.
INTRODUCTION
In the evolving landscape of foreign language education, the importance of
developing oral proficiency remains paramount, especially for beginner learners.
Mastery of spoken language is not only a central communicative skill but also a
foundational element for linguistic confidence, motivation, and long-term engagement
in language learning. In the context of French as a Foreign Language (FLE), oral
proficiency poses a considerable challenge to novice learners due to the phonetic
complexity, morphological variability, and sociolinguistic nuances of the French
language. Traditional approaches, such as grammar-translation and audio-lingual
methods, while offering structural clarity, have often failed to equip learners with the
ability to communicate effectively in real-life situations. This gap has catalyzed the
emergence and integration of more communicative methodologies, among which
Task-Based Language Teaching (TBLT) has gained increasing academic and
pedagogical attention.
TBLT, grounded in the communicative language teaching paradigm, focuses on
the use of authentic, goal-oriented tasks as the primary unit of planning and instruction.
Unlike traditional methods that emphasize language forms and prescriptive rules,
TBLT promotes learning through doing, engaging students in meaningful
communication that mirrors real-world use of the target language. As Ellis (2003)
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
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notes, tasks in TBLT are defined as activities that require learners to use language
pragmatically to achieve specific outcomes. This approach shifts the emphasis from
language as an object of study to language as a tool for communication, thereby
fostering fluency, interaction, and strategic competence.
The theoretical underpinnings of TBLT draw heavily from cognitive and
sociocultural perspectives on language learning. From a cognitive standpoint, TBLT
supports the idea that meaningful language use in context leads to deeper processing
and greater retention (Skehan, 1998). Learners are encouraged to draw on their
linguistic resources to complete tasks, which promotes automatization and procedural
knowledge of the language. From a sociocultural view, tasks serve as mediational tools
through which learners co-construct meaning in interaction, thus facilitating language
development within the zone of proximal development (Vygotsky, 1978). These dual
perspectives reinforce the multidimensional value of TBLT in enhancing both the
internalization of linguistic structures and the social use of language.
Empirical studies across various linguistic contexts have provided substantial
support for the efficacy of TBLT in developing oral proficiency. For example, research
conducted by Ahmadian and Tavakoli (2011) revealed that learners exposed to task
repetition demonstrated significant gains in fluency and syntactic complexity.
Similarly, studies by Samuda and Bygate (2008) and Shintani (2016) have shown that
task-based instruction improves interactional competence, turn-taking, and strategic
use of language. In the FLE context, research by Lemoine (2017) highlights the
positive impact of task-based interaction on French learners’ pronunciation and
pragmatic skills, especially when supported by scaffolding and feedback mechanisms.
In beginner-level FLE classrooms, where learners often lack both lexical
repertoire and confidence, TBLT provides a supportive framework for progressive skill
development. Tasks such as role-plays, information gap activities, and problem-
solving simulations enable learners to engage in structured communicative exchanges
while focusing on meaning. For instance, tasks like “Commander au restaurant”
(Ordering in a restaurant), “Demander le chemin” (Asking for directions), or “Planifier
un voyage à Paris” (Planning a trip to Paris) not only introduce situational vocabulary
and relevant grammatical structures but also foster cultural awareness and
conversational strategies. These task types allow learners to practice useful expressions
such as “Je voudrais…”, “Où est la gare, s’il vous plaît?”, or “Nous voulons réserver
une chambre double,” in authentic and meaningful contexts.
Despite its pedagogical advantages, the implementation of TBLT in FLE
instruction, particularly at the beginner level, remains limited due to several factors.
These include a lack of teacher training, insufficient resources, and concerns about
classroom management and assessment within task-based frameworks. Moreover, the
transition from form-focused to meaning-focused instruction requires a paradigm shift
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
5.449
https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
187
in teacher beliefs and institutional practices. Nonetheless, the growing div of research
and the increasing availability of task-based materials suggest that these challenges can
be addressed through targeted professional development and curriculum reform.
METHODS
This study employed a task-based language teaching (TBLT) approach grounded
in communicative language teaching theory, which prioritizes meaningful interaction
as the core mechanism of language acquisition. The methodological design centered
around the implementation of pedagogically structured tasks intended to enhance
learners’ oral proficiency in French.
The instructional cycle was organized following Willis' (1996) TBLT framework,
consisting of three key phases: pre-task, task cycle, and post-task. Each instructional
unit was designed to simulate authentic communicative situations and to encourage
learners to use the target language purposefully in contextually rich environments.
During the pre-task phase, learners were introduced to key vocabulary and
grammatical structures necessary for the completion of the main communicative
activity. For example, prior to a task such as Commander au restaurant, learners
reviewed lexical sets related to food, beverages, and politeness formulas (e.g., Je
voudrais, l’addition, s’il vous plaît, C’est délicieux).
In the task cycle phase, learners engaged in pair or group work to complete a real-
world inspired task. The activities were carefully sequenced to move from controlled
practice toward more spontaneous language production. Sample tasks included:
-
Demander le chemin (asking for directions),
-
Décrire une personne (describing someone),
-
Préparer une invitation (preparing an invitation for an event).
These tasks emphasized fluency and interaction, requiring learners to negotiate
meaning, take turns, ask clarification questions, and adapt their speech to various
communicative needs. The post-task phase focused on form-focused activities aimed
at reinforcing linguistic accuracy. This included peer and teacher feedback, correction
of recurring errors, and re-performance of the task with improved linguistic precision.
Activities in this phase included reformulation exercises, sentence restructuring, and
brief grammar workshops based on observed needs.
Additionally, reflection components were embedded into the lessons to foster
metacognitive awareness. Learners were encouraged to assess their own speaking
performance, identify areas of difficulty, and set goals for subsequent tasks. This
reflective practice was facilitated through learner journals, peer feedback sessions, and
short oral debriefings conducted in simplified French.
The overall methodological framework integrated communicative interaction,
task completion, and performance-based evaluation, offering a holistic approach to
developing oral proficiency in beginner-level French learners.
“PEDAGOGS”
international research journal ISSN:
2181-3027
_SJIF:
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https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
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RESULTS
The implementation of Task-Based Language Teaching (TBLT) methodology
yielded notable improvements in the oral proficiency of beginner-level learners of
French as a foreign language. The data obtained from classroom-based interventions
and pre/post oral assessments indicate significant developments in learners’ lexical
range, syntactic complexity, fluency, and phonological accuracy.
From the outset of the study, learners demonstrated limited ability to construct
coherent oral discourse in French. Their speech was often fragmented, hesitative, and
reliant on L1 transfer. For instance, learners initially produced utterances such as
“Je
suis... école... manger”
or
“Je parler football avec ami”
, which reflect both lexical
insufficiency and syntactic interference.
Following the structured implementation of tasks such as
Je me présente
,
Faire
les courses
,
Demander son chemin
there was a discernible shift toward more accurate
and autonomous production. Learners began to formulate sentences that adhered more
closely to French morphosyntactic norms, for example:
“Bonjour, je m’appelle Diyor. J’ai douze ans et j’habite à Bukhara.”
“Je voudrais un sandwich au jambon et un verre d’eau, s’il vous plaît.”
“Excusez-moi, où est la pharmacie ? Prenez à droite, puis continuez tout droit.”
These examples reveal a strengthened command of grammatical constructions,
including subject-verb agreement (
je voudrais
), noun-adjective agreement (
un verre
d’eau froide
), and use of politeness strategies (
s’il vous plaît
,
excusez-moi
).
Moreover, the tasks provided contextual scaffolding which encouraged the use of
topic-specific vocabulary. Learners acquired and used lexical items relevant to daily
life (e.g.,
le marché
,
la boulangerie
,
un kilo de pommes
,
tourner à gauche
), thereby
expanding their functional communicative competence. The transition from isolated
words to meaningful interaction marked a qualitative evolution in their speech acts.
Pronunciation also improved through targeted feedback and post-task phonetic
correction activities. Initially, learners struggled with nasal vowels and liaison, often
saying
[ban] au lieu de [bɑ
̃]
or omitting liaison in phrases like
ils habitent à Orléans
.
By the end of the intervention, learners correctly produced
un bon pain
[œ
̃ bɔ̃ pɛ̃] and
made appropriate liaisons in
vous avez
[vu.z‿ave].
Fluency, measured through mean length of utterance and hesitation frequency,
also showed progress. Learners’ average utterance length increased from 3.6 words to
7.5 words per sentence. The frequency of hesitation markers such as
euh
or silent
pauses was reduced by approximately 40%, indicating increased automaticity and
confidence in language use.
Qualitative data, drawn from classroom observations and learner journals, support
these findings. Learners reported feeling more comfortable speaking in French and
showed higher levels of engagement during task performance. Teachers noted
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international research journal ISSN:
2181-3027
_SJIF:
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https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
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improved classroom interaction and spontaneous speech production. One learner stated
in their final reflection:
“Avant, j’avais peur de parler. Maintenant, je peux poser des questions et
répondre sans traduire. J’aime parler en français avec mes camarades.”
These findings confirm that TBLT not only enhances the linguistic aspects of oral
proficiency but also contributes to learner motivation and willingness to communicate.
The contextualized nature of tasks appears to have facilitated meaningful learning and
led to sustainable improvements in spoken French.
DISCUSSION
The findings of the present study provide compelling evidence that Task-Based
Language Teaching (TBLT) is an effective pedagogical approach for enhancing oral
proficiency among beginner learners of French. These results are consistent with
previous research which has emphasized the benefits of communicative task design in
second language acquisition (Ellis, 2003; Samuda & Bygate, 2008). The improvement
observed in learners' fluency, lexical repertoire, grammatical accuracy, and
pronunciation supports the theoretical assumption that meaningful interaction fosters
deeper linguistic processing.
In contrast to traditional grammar-translation or drill-based methods, TBLT
situates language use in real-world communicative scenarios. This aligns with the
interactionist perspective on language learning, which posits that negotiation of
meaning and output practice are crucial for interlanguage development (Long, 1996).
Learners in this study engaged in tasks such as
faire les courses
,
demander son chemin
,
and
se présenter
, all of which required the spontaneous production of speech, thereby
activating procedural memory and automatizing language structures.
These results also confirm the central role of input and output in the development
of oral proficiency. Swain’s Output Hypothesis (1995) posits that producing language
pushes learners to process language at a deeper level. The tasks employed in this study
required learners to retrieve and organize vocabulary (e.g.,
un kilo de pommes
,
tournez
à gauche
), apply syntactic rules (e.g., subject-verb agreement in
je voudrais
,
nous
habitons
), and manage turn-taking in dialogue. These elements contributed to the
development of both fluency and accuracy.
Another salient point is the positive impact of contextualized vocabulary
acquisition. Through thematic tasks, learners internalized lexis relevant to
communicative domains such as food, family, and travel. This supports the findings of
Nation (2001), who argued that vocabulary is best learned through meaningful use
rather than isolated memorization. The lexical chunks acquired (e.g.,
je voudrais un
sandwich
,
où est la bibliothèque?
) became communicative tools, enabling learners to
participate in real-life-like exchanges.
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international research journal ISSN:
2181-3027
_SJIF:
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https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
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In terms of pronunciation, targeted feedback during the post-task phase played a
key role. Learners showed improved articulation of phonemes and prosodic features,
particularly in nasal vowel production and liaison. This aligns with research by
Derwing and Munro (2005), who emphasized the importance of intelligibility-focused
instruction. The shift from
je suiz
to
je suis
[ʒə sɥi], and from
bon
[bɔn] to [bɔ
̃], reflects
an increased awareness of phonological rules in French.
Furthermore, learner motivation and willingness to speak in French improved
noticeably throughout the task-based sessions. This motivational impact is in line with
Dörnyei’s L2 Motivational Self System (2009), which suggests that enjoyable, goal-
oriented tasks can enhance learners' engagement. Learner reflections in this study
confirm that using French in a functional and socially meaningful way boosted their
confidence and lowered affective filters.
From a pedagogical standpoint, the study reaffirms that TBLT is especially well-
suited to beginner contexts, where learners may lack metalinguistic awareness but
benefit from rich input and structured interaction. The progression from short, hesitant
utterances to full, semantically coherent statements supports the notion that tasks serve
as scaffolds for linguistic development. Additionally, the inclusion of feedback and
reflective discussion after each task allowed for form-focused instruction within a
communicative framework.
However, certain limitations should be acknowledged. The study was conducted
with a small sample size within a single school setting, which may limit the
generalizability of the findings. Moreover, learners’ written skills and receptive
abilities were not assessed in detail, which would have provided a more comprehensive
picture of linguistic development.
Despite these limitations, the study offers meaningful contributions to both
theoretical and practical domains. It demonstrates how TBLT can bridge the gap
between linguistic knowledge and communicative competence, particularly in the early
stages of language learning. These findings suggest that curriculum designers and
language teachers in Uzbekistan and elsewhere should consider integrating task-based
approaches to foster learner-centered and communicatively rich environments in FLE
(Français Langue Étrangère) classrooms.
CONCLUSION
This study has demonstrated that Task-Based Language Teaching (TBLT) is a
highly effective approach for improving oral proficiency in beginner French learners.
Through carefully designed communicative tasks that mimic real-life situations such
as introducing oneself, asking for directions, and shopping learners significantly
enhanced their fluency, vocabulary usage, grammatical accuracy, and pronunciation.
The findings align with established theories in second language acquisition, including
Long’s Interaction Hypothesis and Swain’s Output Hypothesis, which emphasize the
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international research journal ISSN:
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_SJIF:
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https://scientific-jl.com/ped
Volume-82, Issue-1, May -2025
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importance of meaningful interaction and active language production for successful
learning.
Moreover, the integration of contextualized vocabulary within task-based
activities facilitated functional language acquisition, enabling learners to use lexical
items appropriately in practical settings. The positive shift in learners’ confidence and
motivation, supported by Dörnyei’s L2 Motivational Self System, underscores the
affective benefits of TBLT. The method not only supports linguistic development but
also promotes learner engagement and reduces communication anxiety.
Targeted feedback on phonological features further contributed to improved
intelligibility, highlighting the importance of form-focused instruction within
communicative frameworks. Although the study focused primarily on oral skills and
was limited to a small sample, its results offer valuable pedagogical insights for
language instructors and curriculum designers, particularly in contexts similar to
Uzbek secondary education.
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