1. Developing Listening and Speaking
Skills in Young Learners through
Task-Based Language Teaching: A
Contrastive Case Study

2. Contents
Definitions of the two terms CLT and TBLT; their merits and
differences; opinions of linguists on them;
Need analysis for the ongoing action research project in South
Point School, Kolkata;
Research Questions;
The Research Methodology;
Description of the project;
Outcome

3. Margie Berns(1990) .Contexts of Competence: Social and
Cultural Consideration in Communicative Language
Teaching:
language teaching is based on a view of
language as communication, that is, language is
seen as a social tool which speakers use to make
meaning; speakers communicate about
something to someone for some purpose, either
orally or in writing.

4. Few merits of using Communicative Language Teaching
(CLT) method in general
•It creates a communication between the teacher and the learners.
• It makes learning and teaching easy and interactions are
meaningful.
•Teacher concentrates mainly on fluency, rather than accuracy of the
language. Hence, the students feel comfortable in taking part in the
discussions.
• It initiates learners’ critical thinking, which is missing in the
traditional method.

5. Limitations of CLT
•Teachers should have a clear idea about the task s/he is setting and
how she wants her/his learners to carry it out.
•It is not always suitable for YLs and especially VYLs, who to certain
extent require controlled practice. Especially in pair and group
work, they begin to face problems.
•There is a tendency of rote learning in both teachers and learners.

6. Few merits of using Task-Based Language Teaching (TBLT) method in general
•It is the need that drives the teacher to select content for the learners.
•Learners are encouraged to use the language creatively and spontaneously through tasks set
by teachers.
•They focus on issues with which they can relate easily outside the classroom..
•Meaning is conveyed through the presentation of a task.
•Visual relia plays an important role in this approach.

7. South Point School
Very Young Learners(VYLs)
Young Learners (YLs)

8. Research Questions
Finding out the status of discrepancies in learning capabilities
of VYLs and YLs.
Causes of dysfunctions of CLT in these learners.
Range of applicability of such learning process in terms of
listening and speaking in TBLT.
Effects and challenges faced

9. A Comparison between the two types of Participants and the Tasks
Group The VYLs (N= 60) 
CLT
The YLs (N= 20)
TBLT
Teaching Methodology Presentation, Practice,
Production (PPP)
Pre-Task (P), While-
Task (P), Post-Task (P)
Contents of Teaching Various Language
Points as prescribed in
the chapters of text
books
Task-based Language
Activities through
Listening and Speaking
Interaction From teacher to learners
and at times group work
group activities,
interaction with the
teacher on various tasks
Role of students passive, dependence on
rote learning
hesitant to certain extent
but trying to express
feelings and enjoying
Days and hours of
teaching
5 days x 2 hours 1 day x 1 hour and also
repetition of the tasks by
another teacher
Assessment As set by the school in
the form of formative
assessment
After each topic is over,
i.e. formative assessment
and once summative
after 6 months

10. Visual Relia: Usha’s Family Album
mother, father,
sister, brother,
grandfather,
grandmother

11. A glimpse of Speaking skill (Practice) on My
Family General CLT Approach

12. The Parameters for Assessment on My Family
Total marks was 10.
 There were four groups (Group A, Group B, Group C and Group D);
 8-10(if the answer was in full sentence, depending on pronunciation and use
of proper grammar points);
5-7(if the answers were in one or two words, appropriate vocabulary and
grammar usage to certain extent);
2-4( who repeated the questions and could answer after the teacher explained
the meaning in the mother tongue);
0-1(who could not utter any word).

13. Who Scored What
Group I:
VYLs- 03 students scored between 8 and10;
YLs 03 students scored between 8 and10;
Group II:
VYLs-0 students scored between 5 and 7;
YLs No student scored between 5 and 7;
Group III:
VYLs-05 students scored between 2 and 4;
YLs 04 students scored between 2 and 4;
Group IV:
VYLs-05 students scored between 0 and 1
YLs13 students scored between 0 and 1

14. A Quantitative Study of Data of VYLs and YLs on My
Family

15. The Different phases of TBLT:
• Pre-Task(Presentation): General discussion of a topic chosen
to evaluate the knowledge of the learners on it. In short Need
Analysis.
•While-Task(Practice): Making plans by the facilitator as per
the needs of the learners.
•Post-Task(Production): To see the reflection of the
knowledge gained in the second phase of TBLT.

16. Improvement, if any of the YLs (My Body Parts)
Group A:
VYLs- 20 students scored between 8 and10;
YLs 05 students scored between 8 and10;
Group B:
VYLs-25 students scored between 5 and 7;
YLs 07 students scored between 5 and 7;
Group C:
VYLs-10 students scored between 2 and 4;
YLs No students scored between 2 and 4;
Group D:
VYLs-05 students scored between 0 and 1
YLs08 students scored between 0 and 1

17. A Comparative Quantitative Study of Data of
VYLs and YLs on My Body Parts

18. Asking Individual Question on My Body Parts

19. An example of
learners taking turn
to teach their peers,

20. Activities with YLs of Sandipan
Total Physical Response(TPR)
Assessing Task-Based
Speaking Skill

21. Similarities and Dissimilarities
They have access
to the target
language through
media. Their socio-
cultural
background is
different--- affluent
families.
They have already
heard the words
The only
similarity is
that there are
learners in
both the
groups, who
can
understand
one or two
words, and
most who
cannot.
They have no
access to the
target language
outside the
school. Their
socio-cultural
background is
different---
economically
challenged.
They have never
heard the words.
VYLs YLs

22. Thank You
Sulagna Mukhopadhyay