General introduction

1. Background of the study :

English Language teachers cast about developing their learners grammar skills

because being grammatically competent is required in order to use language

correctly . However , English Language Learners find that learning grammar generally is

a difficult task to learn particularly tenses which represent a frequent difficulties to them,

since it contains heterogeneous rules and complex exceptions .The learner’s

capacity in learning grammar tenses lies on their comprehension level and their

grasping Therefore , teachers have to use a correct task that aims at providing

opportunities for learners to reach the competency in both language within grammar.

Thus, various methods were materialized in order to facilitate English language

teaching , one of them is Task-Based language teaching (TBLT). Bygete et al (2001)

stated that TBLT is “ An activity which requires learners to use, language with emphasis

on meaning , to attain an objective” . Hence TBLT seeks to engage learners in

an interactional authentic language use by having them perform a series of tasks add to

this it helps the learners to develop their current skills and to acquire new linguistic

knowledge.

2. Statement of the problem :

Most EFL learners find that the use of tenses is confusing , especially in the spoken

form that what led them to intend to develop their performance in using tenses correctly .

In that case following Task-Based approach to teaching tenses in oral classes is the

essential part . Under those circumstances EFL teachers should focus on the method that
 complete the empty blank in the comprehension of their learners . The main question that

is presented here is :

How can teaching tenses be affected by using Task-Based language teaching (TBLT) to
facilitate tenses use for learners in oral performance?

3. Purpose of the study :

The overall aim of this research is to advance an understanding about the extent to what

task based approach can serve the learner to be competent in using tenses in oral

performance. Moreover it focuses on how to use TBA and what are the different methods

that can be adopted within it . This study seeks also to explain how this approach be used

Besides that , it aims at investigating in which way TBA will help the teacher to

improve his learner's level in using tenses in their oral performance.

4. The present study has two variables :

The independent variable : Task-Based language .

The dependent variable : Teaching tenses in oral performance classes .

5. Research Questions :
1- What can be achieved by using Task-Based approach in teaching tenses to oral
classes ?

2- How can the use of Task-Based approach affect teaching tense to oral classes ?

3- In which way Task-Based approach is useful in developing student’s oral

performance ?
6. Research hypothesis :
The present study highlighted that the main objective of adopting Task-Based

approach to teaching tenses is to improve student’s tenses use in oral performance .

However, ENS teachers have to search about the appropriate approach to teaching tenses

We hypothesized that if ENS teachers apply the Task-Based approach effectively ,

learners tenses use in oral performance would be enhanced perfectly .

7. Population :
In this research , we are going to explain how can Task-Based approach serve learners in

using tenses in oral performance. learners of oral classes of the ENS school are sincerely

involved in this study .

8. Research method :
This study aims to clarify the equivalence between the two variables which are the

application of TBA , independent varible and teaching tenses in oral classes,dependent

variable , besides the adaptation of analytical descriptive approach through observing

ENS student’s oral performance ,Hence the second instrument an interview is

administered to a several number of students in order to gather data.

9. Validity and realibility

This study consists of validity and realibility of results .validity can be achieved through
appropriate sellection of samples and tools to be measured , thus realibility is enhanced

through the application of suitable techniques on participants to gather data through pre-

test and post-test.

10. Data collection :

10.1. Pre test :

This section aims to observe student’s performance in using grammar

tenses ,by giving students situations that should presented by

them,this operation leads us to extract their weakness .

10.2. Training session :

Afterwards training session point out to guide the students with the

appropriate usage of tenses that can be manifested in their oral performance .

10.3. post test :

The following session aims at examining the student’s ability in using the

suitable tenses in oral performance .