The effects of task-based teaching on foreign language achievements of 6th grade students in manisa yavuz selim primary education school

The purpose of the study is to investigate to what extent do the traditional method and task-based teaching differ in the foreign language achievement of the 6th grade learners. First of all pre-test was given to a total of 32 students including two classes which have 16 students in each. The aim is to measure their English level. No significant difference was found between the scores of pre-test and the data shows that the learners? English level is almost the same.Sixteen students were in control group which followed the traditional method, while other sixteen were in treatment group where task-based method was integrated into the teaching. At this stage in traditional method the book and the teacher were given emphasis whereas in TBT various tasks which should be completed by the students were of vital importance. While comparing the two methods it was observed that in control group the learners tried to make more accurate sentences but in treatment group the students gave importance to interaction and fluency.After almost a 3 months period of treatment each group was given a post-test in order to measure their improvement in foreign language. In control group before the treatment the average of pre-test scores was X= 32,75 and after the treatment the average was X= 69,00 whereas in treatment group the average of pre-test scores was X= 33,8750 and the average after the treatment was X= 83, 3750. This shows us that there is a great improvement of the foreign language achievements of learners and the data shows that there is a significant difference between the post-test scores of each group. This means that TBT is more effective in foreign language achievements of learners.