Göreve dayalı öğretim tekniğinin öğrencilerin konuşma becerileri üzerindeki etkinliği

This thesis explores the effectiveness of task-based instruction (TBI) inimproving students? speaking skills as well as student and teacher perceptions of TBIat Anadolu University School of Foreign Languages.Control and experimental class data were gathered through questionnaires,interviews and oral tests. Oral pre- and post-tests were administered to both classescomprising 45 students total. The teacher?s perceptions of TBI were explored in pre-and post-treatment interviews, and a post-treatment interview was also conductedwith a focus group from the experimental class.Questionnaires were distributed to the experimental group after each of 11treatment tasks. Data from the oral pre- and post-tests and questionnaires wereanalyzed quantitatively while data from the teacher interviews and the focus groupdiscussionwere analyzed qualitatively. T-tests were run to compare the improvement betweengroups and to analyze improvement within groups. The T-tests revealed nosignificant differences in any of the comparisons.The study demonstrated, however that students? general perceptions of task-based instruction were positive, and the interview with the study teacher also yieldeda positive result. The questionnaire results demonstrated that students had neutral orpartially positive reactions to the treatment tasks but found these helpful indeveloping their oral skills.Findings of this study may inspire teachers teaching speaking to adapt someof the activities in the usual course book according to a more task-based approach, sothat students can participate in oral practice of language actively and in turn helpthem improve their speaking abilities.Key words: Tasks, Task-based instruction, Speaking