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.