الفهرس 
INTRODUCTION AND PROBLEMOnly 14 pages are availabe for public view
Abstract
Language is a means of communication among people. It is also a means of thinking and transferring culture from one nation to another.
English is the most important foreign language as it is an international language that people all over the world use in communication. Besides, it is the language of science, technology and the internet.
Of all the four language skills (listening, speaking, reading and writing), speaking seems intuitively the most important skill. People who know language are referred to as ”speakers” of that language.It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and view points.
Speaking is defined as an interaction process of constructing meaning that involves producing, receiving and processing information. It can also serve one of two main functions: Transactional (transfer of information) and Interactional maintenance of social relation ships).
Modern Approaches in teaching language emphasize the integration of the pupils into pedagogic tasks based on communication and meaning as this may develop speaking skills and this also makes Task Based especially popular for developing target language fluency and student confidence. Also it is divided into three sections: the pre- task, the task cycle and the post task. Based on what is mentioned, the researcher suggested a program designed in the light of Task-Based Instruction. This program aimed at helping primary pupils to develop their speaking skills.
Statement of the problem
The study problem can be identified in the fifth year primary pupils’ poor mastery of the necessary English language speaking skills. Therefore, the present study tried to answer the following main question:
- What is the effectiveness of a suggested program based on Task-Based instruction in developing fifth year primary pupils speaking skills?
from this main question, the following sub-questions emerge:
1- What are the speaking skills necessary for fifth year primary pupils?
2- What are the features of the suggested program to develop fifth year primary pupils?
3- How far is the program effective in developing fifth year pupils speaking skills?
Study hypotheses
1- There is a statistically significant difference between the mean scores of the experimental group on the speaking pre-test and post-test in overall speaking skill in favor of the post-test.
2- There are statistically significant differences between the mean scores of the experimental group on the pre-test and the post- test in speaking sub skills in favor of the post-test.
Variables of the study
- Independent variable: the proposed program applied on the experimental group pupils.
- Dependent variable: this refers to: The experimental group pupils’ performance on the speaking post test.
Method
The study design
The present study followed the equivalent group design the design is identical to the pre-post experimental group design. The experimental group pupils were exposed to a training program based on task based instruction to develop their speaking skills.
In this study, one class was selected to represent the experimental group and a pre/ post speaking test was given to the experimental group before and after the treatment.
The study subjects
A group of twenty- four pupils in one fifth year primary class were randomly selected from a governmental primary school in El Menofia; namely Al-Nour primary school, in the academic year 2011_2012.
Tools of the Study
The present study made use of the main tool:
A pre/ post speaking test to measure fifth year primary school pupils’ speaking skills.
Before designing the pre/post test, the researcher made a speaking skills checklist to determine the speaking sub skills necessary to fifth primary pupils. Also the researcher made an evaluation rating scale measuring pupils’ oral performance on the pre and post speaking test. A proposed program was designed in the light of task- based instruction.
Delimitations of the study
This study was delimited to:
1- A sample of fifth year primary pupils randomly selected from a governmental school. Those pupils had been learning English for four years so they were supposed to be able to perform language tasks.
2- Speaking skills suitable for fifth year primary pupils.
3- A period of a school term for implementing the proposed program
Significance of the study
It was hoped that this study would be beneficial for the following reasons:
1- Present a proposed program in the light of Task-Based instruction for teaching speaking in communicative settings which teachers can implement with their pupils.
2- Develop fifth year primary pupils’ speaking skills by using the proposed program.
3- Attempt to examine the effect of using task –based teaching for developing the speaking skills of primary pupils.
4- Provide EFL teachers with a specific language teaching procedure which they can use in their classroom to enhance their students’ achievement in English.
5- Provide English language teachers, supervisors and curricula designers with a list of speaking skills necessary for fifth year primary pupils to take into consideration in planning and designing speaking activities suitable for those pupils as well as in evaluating their speaking performance.
6- Draw the attention of curriculum designers and teachers trainers to use task-based syllabi in teaching English language in general and in teaching speaking in particular.
7- It also gives language teachers and learners an opportunity to begin thinking about the new ways of teaching and learning a foreign language in an attempt to persuade them to examine modern methods and techniques.
Purpose of the study
The study aimed at:
1- Identifying the speaking skill necessary for fifth year primary pupils.
2- Measuring the effectiveness of the proposed program on developing primary pupils’ overall speaking as well as speaking sub-skills.
Recommendations of the study
In the light of the significant results of the present study, the following recommendations are proposed:
1- Teachers should give more attention to the development of fifth year primary stage pupils’ speaking skills in EFL classes.
2- They should concentrate on the real-life situations tasks which encourage learners to speak English inside the classroom freely.
3- They also should give more focus on pair-work and group work activities that allow learners to interact and communicate with each other naturally and freely.
4- Pupils should be encouraged to be more responsible for their learning through informing them about the significance of each speaking skill. Hence they will be more motivated and enthusiastic to master these skills.
5- They should be encouraged and motivated to communicate and interact freely with their peers to practice activities.