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Abstract
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Iran’s environment, as a foreign context in learning English, (English as a foreign language in Iranian context with so little opportunities to deploy it) does not present the learners with prominent amount of target language input (low exposure). Hence, the learners usually do not have enough motivation to develop their target language competencies, and their speaking fluency. However; TBLT as a recent trend in this field could be of use.
Task-Based Language Teaching (TBLT) is considered as one of teaching approaches that can facilitate students to speak English fluently. It emphasizes the use of English in task accomplishment. It involves real communication that can promote learning likewise (Richards, J. C. & Theodore, S. R. 2001). In accomplishing a task, the students are asked to negotiate meaning which involves discussion activity. Furthermore, the authentic or real-world task is one of communicative tasks that can engage and motivate the students to speak while using target language (Ellis 2003). Determination of the type of motivation which can affect on learners’ speaking fluency in a TBLT class could be a turning point in pedagogy.
This study provides a clear view on the significance of task-based language teaching by gathering the documented evidence and the influences that this study would have on the professional development for use in pre-service courses and the in-service teacher education, curriculum and material development, and policy making for knowing about the principles of the affecting factors on teaching speaking and the raised motivation in the learners.
Since so little work has been done in the field of TBLT, speaking fluency and motivation in Iran’s context; the present study intends to investigated the aforementioned variables in Iran’s context to offer a remedy for the improvement of Iranian EFL learners speaking fluency and motivation through TBLT approach focusing on form and tries to fill the gap which is noticeable in the related lit
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