Conclusion
Task- based language teaching method can be very helpful. The findings
this research emphasized on the TBLT which is the newest version of
Methodology. TBLT has emerged in the late 1990s and the early 2000s
(Ellis,2000; Richards and Rodgers, 2002). Based on recent studies, TBLT
is more effective than previous traditional methodologies and the
eclectic ones.
This study seemed to be clear that task-based language teaching (TBLT)
is more effective than Conventional method in teaching reading
comprehension in general and in EFL reading in particular. In fact,
teaching EFL learners through task-based method has advantages of the
process approach to reading. The processes in the reading involved the
pre-reading, during-reading and post-reading phases. It adds more
peculiar aspects to the top-down theory of reading by its complete the
task cycle. It fully helps learners how to generate more ideas,
activates their schemata and background knowledge, motivates students
and encourages them to read fluently without need to concern on
linguistic features. Furthermore, this method has a completed task cycle
which covers nearly all of the processes. It adopts view toward the act
of reading and all of those changing factors and processes which
happened when comprehending a text. It seems that task-based language
teaching (TBLT) is very effective in teaching reading comprehension to
the high-level.
Task-based seems to be the best methodology for teaching cooperative
learning and collaborative learning because it follows the principles of
cooperative learning. Both cooperative and collaborative learning are
part of the task-based language teaching that can be guided learners
toward more meaningful and interactive use of language in a real world
context.
Task-based method emphasizes that the teacher should integrate reading
comprehension with other skills such as writing, listening and speaking.
Reading cannot be taught separately from the other language skills.
Teachers must be used task-based method for all language skills.
Regarding syllabus design and instructional material, the findings of
this study offer that each instructional situation is a unique one and
it demands its own syllabus and material. This study recommended that we
should do a needs analysis in order to examine what the learners should
know, what they should learn, what are the available facilities, time
etc… It emphasizes that if the researcher cannot do a thorough
needs analysis, she or he should consider all different aspects of the
teaching situation and the subjects as much as he or she can. So
task-based language teaching develops its own task syllabus based on
both needs analysis and situation analysis.
Task-based syllabus uses tasks as the class activities for designing
classroom learning experiences. This study leaned teachers how to select
tasks for their own teaching situation. However, the teachers cannot use
a set of fixed tasks for all learners in all situations because they
have to analyse the situation completely and consider all aspects in
order to teach real world and authentic language. And then they should
see which resources are available in developing tasks and instructional
activities. Task-based approach does not neglect any need to develop
course books, it recommended that teachers should not limit their task
resources only books. Teachers should use a range of various real world
and pedagogical. They should use a range of various real world tasks.