Content based and task based instruction

In "strong" task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves.

Principles of task based language teaching

Also the sharing of information in the target language may cause great difficulties. Designing Language-Focused Tasks For The Content-Based Classroom In order to achieve the goal of the language teaching and learning, task and content must be design as good as possible as integrating approach. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. The knowledge test was a passage level variation of a grammaticality judgement test in which the learners were asked to read versions of passages from their course textbook in which some of the sentences had been altered to include incorrect usage of articles. Harmer says that although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. What are the advantages of content-based instruction? The students are able to develop their language skills naturally by talking with the target within the task that they carry out. Students are not only to do this in a group, but they are also able to do this on their own. So, the students get real experience from the activity provide by the teacher. There are three design task are used in the research, those are Spot the Difference, Jigsaw and Grammar Communication.

The students have a good interaction with others because they often work in a group and have more negotiation or interaction with their friends or targets than in teacher-fronted classroom.

Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.

History of task based learning

Teachers and curriculum developers should bear in mind that any attention to form, i. Larsson goes on to say: Another large advantage of PBL is that it encourages students to gain a deeper sense of understanding. During the lesson Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task. Then, this task is used to treat the students learning. CBI is very popular among EAP English for Academic Purposes teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. A task has a clearly defined, non-linguistic outcome. There are three procedures in applying the task in the classroom. Some students may copy directly from the source texts they use to get their information. They also have more communicative context than contextualized learning.

Ellis, R. They say that lessons are frequently changed to be more like traditional teacher-led presentation-practice-production lessons than task-based lessons.

The Modern Language Journal, 89 iii The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. So, the students get real experience from the activity provide by the teacher.

During the lesson students are focused on learning about something. Students can use the language to fulfil a real purpose, which can make students both more independent and confident. Seeing how learning a language in such an environment is generally much more effective than teaching the language exclusively as a foreign language, this is something that would hopefully be beneficial.

Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.

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Penn Working Papers in Linguistics, 18 1 ,

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