At present, speaking a foreign language represents one of the essential requirements of today´s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Owing to the progress of language teaching around the world and the efforts to reinforce the oral skills classes, various effective methods which are presumed to prompt the learners to use their speaking abilities are produced and utilized during English classes.

      According to our life and teaching experiences, we found out that majority of  ESP learners have troubles with speaking, especially organizing their ideas in an appropriate way, delivering an oral report in front of audience, accuracy and fluency. When they try to express themselves orally, they only pronounce isolated words and disconnected sentences making their production poor and meaningless. Since speaking is required in academic and professional performances, the lack of spoken production skills becomes a serious disadvantage. The main reason for choosing this topic for final project work was realizing how important speaking is in academic and professional situations. We decided to concentrate on communicative tasks which might be helpful for both English learners and teachers to enhance speaking skills. The study will focus on using effective tasks to reinforce spoken production in the classroom. By establishing a communicative learning environment, we try to find a way for students to improve their speaking ability.

Learning a foreign language is very important for personal and social development. At present, new approaches are created for effective language teaching and modern tasks are used in the classroom to develop students’ communicative language use. Certainly, there are some questions, which the we came across before starting a study. For instance, “What is the role of interactive tasks in students’ spoken interaction/production? “, “How can the ESP learners be motivated? “In the first section some definitions, peculiarities and significance of speaking were highlighted. Additionally, we classified diversities between spoken production and spoken interaction. Next section includes the features of teaching speaking skills. It discusses how teaching a foreign language should be conducted in the classroom, what kind of obstacles students can face with during the process of learning, principles proposed by different methodologists and the stages of acceptable teaching speaking skills.

The initial aim of the project work is to investigate interactive ways of teaching ESP, to point the importance of increasing confidence alongside with developing language skills. Moreover, to show the benefits of new modern methods of foreign language teaching - CLT approach in ESP teaching.                                 

Communicative language teaching (CLT) is the best approach in developing ESP learners’ language competence through various communicative skill based activities. The objectives of this final project work is to point out some effective ways of teaching ESP learners. The practical part of the issue consists of practical guidelines for EFL teachers to show the ways of teaching ESP learners.

The actuality of the project is to help ESP teachers to design lessons appropriately using skills integration so that learners will be able to develop their critical thinking skills in speaking. The researcher decided to concentrate on communicative tasks which might be helpful for both English learners and teachers to enhance speaking skills. The study will focus on using effective tasks to reinforce spoken production in the classroom. By establishing a communicative learning environment, we try to find a way for students to improve their speaking ability. Communicative tasks can be viewed as important techniques of communicative language teaching. These tasks emphasize learners as active participants rather than passive receptors. Communicative tasks are considered as an efficient and profitable approach for language development. They supply students with authentic data and scopes for meaningful language use. More specifically, tasks contribute natural interaction and communicative situations for language learning and teaching process. Moreover, communicative tasks can motivate students greatly in language classroom switching from dry and theoretical lessons to real life situations.