Presentation - Contemporary Approaches to Language Training

Approaches to languag training slide (complete) from Nur Izzati

Task-Based Approach - Youtube Video

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Task-Based Approach - Youtube Video

REALIZE 2015 Forum - Task- based Learning and Teaching

Forum of Task-Based Learning and Teaching

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Wan Hazrena Fakeeza Bt Wan Zakaria & Nurnajihah bt Shafie

Prof Rod Ellis on Task based Language Learning

Prof. Rod Ellis on Task-Based Learning

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Wan Hazrena Fakeeza Bt Wan Zakaria & Nurnajihah Bt Shafie

Task Based Language Teaching

Task-based Language Teaching

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Wan Hazrena Fakeeza Bt Wan Zakaria & Nurnajihah Bt Shafie

Task Based Learning

There are several videos that we found and used as the guideline to collect the information about task-based approach in learning and also teaching.  

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Wan Hazrena Fakeeza Bt Wan Zakaria & Nurnajihah Bt Shafie

Task-Based Approach - SlideShare and Journals

1.  

Source Link : Task Based Language Teaching

2.

 

Ruso, N. The Influence of Task Based Learning on EFL Classrooms.  Eastern Mediterranean University Turkish Republic of Northern Cyprus.

3. 

 

Sanchez, A (2004). The Task-Based Approach in Language Teaching.

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Nurnajihah binti Shafie & Wan Hazrena Fakeeza binti Wan Zakaria

The Differences between EAP and EOP

                              
                                                  The Differences between EAP and EOP

•  EAP and EOP are branches of ESP
• The skills in EAP and EOP: reading, listening, listening and speaking,speaking and writing.

English for Academic Purposes  (EAP)

English for Occupational Purposes (EOP)

EAP is a branch of ESP in that the teaching content is matched to the requirements of the learners. EAP students are usually higher education students.  Learners need to learn English in order to succeed in their academic careers. EAP teaching is task based, using the types of academic task commonly found in higher education  EAP courses is the close attention that is paid to the learners’ aims and what they are working on, studying or planning to study Students need to attend the class.

EOP is a branch of ESP and cover situation in which learners are studying English for work related reasons. EOP learners are likely to be adults. Learners need to learn English in order to improve their job performance.  EOP was also seen as an opportunity for personal development among those who have a long-term goal to improve English communication skills of work and life. They may have not succeed as a language learner in the past. Students maybe reluctant to attend the class.

Other than that, we also collect and gather others information from other sources, such as from the slide share. There are numerous information about the task-based approach, as some researchers that have done a few researches about this topic, thus we can get important and useful information from this slide share. 

1. 

Source link:
TBL (Task-Based Learning)

2. 

Source link:Castillo, J. Task-Based Learning. 

Task-based Learning

3. 

Source Link:

Al-Shareef, S. Y. (2012)

Task-based Learning

4. 

Source Link:

Nunan, D. Task-based Language Teaching. Cambridge Language Teaching Library.

Task-based Language Teaching (David Nunan)

5. 

Source Link:

Task-based Language Teaching 

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Wan Hazrena fakeeza bt Wan Zakaria & Nurnajihah bt Shafie 

Task-based Approach - Journals

• These are several journals that we refer to, in order to find and collect all sorts of information about task-based approach in both aspects which are  in learning or teaching.  
• 
• Nunan, D. (2004). Task-based Language Teaching. Cambridge University Press. United Kingdom, The Press Syndicate of the University of Cambridge. 

Task-based Language Teaching

Esfandiari, M. , Knight, P. , Molinari, J, & Zacharias, S. (2012). Task-Based Learning Applied A Collection of Research Papers. The Nottingham Jubilee Press School of Education University of Nottingham.

Task-based Learning Applied: The University of Nottingham

ESOL Nexus: Task-based approach
Task-based Approach

British Council: Teaching English.
A Task-based approach; Teaching

Long, M. H. & Crookies, G. (1992). Three approaches to Task-based Syllabus Design. University of Hawai, Manoa. TESOL Quaterly, Vol 26, No. 1. 

Published by Wan Hazrena Fakeeza bt Wan Zakaria & Nurnajihah bt Shafie

Content-Based Language Training - Journals

1.  THE IMPACT OF CONTENT BASED INSTRUCTION ON STUDENTS" ACHIEVEMENT IN ESP COURSES & THEIR LANGUAGE LEARNING ORIENTATION

(Amiri, M. & Fatemi, A.H. (2014). The Impact of Content Based Instruction on Students' Achievement in ESP Courses & Their Language Learning Orientation. Ferdowsi University of Mashhad, Iran.Theory and Practice in Language Studies, Vol. 4, No. 10.)

Link:

http://www.academypublication.com/issues/past/tpls/vol04/10/24.pdf

2.  CONTENT-BASED INTERNET-ASSISTED ESP TEACHING TO UKRAINIAN UNIVERSITY STUDENTS MAJORING IN PSYCHOLOGY 

(Tarnopolsky, O. (2009). Content-Based Internet-Assisted ESP Teaching to Ukrainian University Students Majoring in Psychology. Dnipropetrovsk University of Economics and Law. The Reading Matrix, Vol 9, No. 2.)

Link:

http://www.readingmatrix.com/articles/sept_2009/tarnopolsky.pdf


3.  ADAPTING A CONTENT-BASED APPROACH IN ESP TEACHING : AN ACTION RESEARCH ON THE MASTER STUDENTS OF DEVELOPMENTAL PSYCHOLOGY.

(Benabdallah, A. (2012). Adapting a Content-Based Approach in ESP Teaching: an Action Research on the Master Students of Developmental Psychology. Abu Baker Balkaid University of Tlemcen. English for Specific Purposes World, Issue 35, Vol. 12.)

Link:
http://www.esp-world.info/Articles_35/Awicha.pdf

4.  THE VALUE OF CONTENT-BASED LANGUAGE TRAINING FOR THE AVIATION INDUSTRY.

(Mathews, E. The Value of Content-based Language Training for the Aviation Industry.)

Link:
http://www.icao.int/Meetings/AMC/MA/Second%20ICAO%20Aviation%20Language%20Symposium%20(IALS-2)/17.Matthews.pdf

5.  CONTENT-BASED INSTRUCTION IN THE TEACHING OF ENGLISH FOR ACCOUNTING AT VIETNAMESE COLLEGE OF FINANCE AND CUSTOMS
 

(Nguyen, Thi Chau Ngan. (2011). Content-based Instruction in the Teaching of English for Accounting at Vietnamese College of Finance and Customs. College of Finance & Customs, Ho Chi Minh City, Vietname. English Language Teaching, Vol. 4, No. 3.)

Link:
http://www.ccsenet.org/journal/index.php/elt/article/view/11879/8339


Published by Nur Izzati bt Abdul Hadi

CONTENT-BASED LANGUAGE TRAINING

• Content-Based Language Training (CBLT) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). In ESP it is designed to provide the learners instruction in content and language.
•  Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning.

WHAT IS CONTENT-BASED LANGUAGE TRAINING?

1. Content-based language training (CBLT) in ESP is different from traditional English classes because language comes second to the content. The teachers/trainers run the course on their students' current affairs or problems. 
2. It is an ESP training/learning process in which the focus of instruction is shifted from from pure language instruction to the integration of mastering both language for professional communication and the content matter of professional disciplines (Snow, Met, & Genesee, 1989; Spanos, 1990).
3. Leaver and Stryker (1989) claim that CBLT is an instructional approach in which “language proficiency is achieved by shifting the focus of the course from the learning of language per se to the learning of subject matter",
4. Moreover, CBLT tries to develop both students' language and their content knowledge through providing them with authentic, meaningful academic contexts. It also claims that the acquisition of language is most effective when the conditions of acquisition are analogous to those of first language acquisition (Krashen 1985; Savignon 1983; Snow 1993; Wesche 1993). 

AIM OF CONTENT-BASED LANGUAGE TRAINING

• The aim of CBLT is to help learners in developing general language skills through interesting and appropriate contents.
• Learners will be evaluated based on all language skills (listening,writing,reading and speaking).
• Considering that language cannot be used in a vacuum, it must be used to communicate about something.

APPROACHES

• CBLT is based on two approaches: 

1. People learn English more successfully when they use it as a means of acquiring information, rather than as end itself.
2. CBLT reflect learners' needs for learning English better. This approach follows the fact that many content based programs help to prepare ESP learners both for academic studies and mainstreaming. Therefore, the needs to be able to access both the content and processes of academic learning and teaching quickly are the main priority.

CONTENT-BASED LANGUAGE TRAINING MODELS

Sheltered Instruction

1. Sheltered instruction is a teaching style based on the concept of providing meaningful instruction in the content area. It is an approach to teaching English language learners which combined both language and content instruction. 
2. Through this model, the instruction is implemented by a content expert who is native speaker of the target language.
3. Brinton, Snow and Wesche defined it as “content courses taught in the second language to a segregated group of learners by a content area expert, such as a university professor who is a native speaker of the target language”.
4. Two instructors can work together to give instruction in a specific subject. For an example, a medical lecturer will be giving a short lecture and an English language instructor can check whether have understood the important medical terms by reviewing with them later.

Adjunct Instruction 

1. Adjunct classes emphasis on acquiring specific target vocabulary; they may also feature study skills sessions to familiarize the students with listening, note taking and skimming and scanning texts. 
2.  Applying this model, students take part in two linked courses, a content course and a language course both of which include the same content in common and complement each other regarding jointly coordinated homework (Richard and Rodgers, 2001).
3. Adjunct language instruction is required if and when students are quite ready both in what concerns the language and in what concerns the content to be taught their professional academic courses in English only (total English immersion).

Theme Based Instruction

1. Theme based instruction is specially designed for ESP classes only. 
2. It is structured around  a set of professional topics (themes) that follow each other in a logical consecutive order which corresponds to the order of studying those themes in an academic course on some majoring discipline or in courses on several such disciplines.
3. In theme based instruction special attention is given to writing,listening,reading and speaking for professional purposes in teaching or learning purposes.
4. In a theme based instruction, the instructors and students supposed to share their attention in a more or less balanced manner between the language and content matter  (the language and content can either be equally focused upon or the focus on content may only slightly dominate over the focus on language). 
   

WHAT DOES A CONTENT-BASED LANGUAGE TRAINING LOOK LIKE?

This is one possible way to create CBLT:

Example: Psychology students who are interested to learn about psychological counselling. They are allowed to do some research on the subject using suitable sources.

Preparation

1. Choose a subject of interest to learners (psychological counselling).
2. Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lecturers or even real people.

During the lesson

1. Divide the students into small groups and assign each group a small research task and a source of information to use to help them fulfill the task.
2. Then once they have done their research  they can form new groups with students that used other information sources. They can share and compare their information.

End of lesson

1. There should be some product as the end result of the sharing of information which could take the form of oral presentation or a group report. 

ADVANTAGES & DISADVANTAGES OF CONTENT-BASED LANGUAGE TRAINING

Peachey’s (2003) overview of content based language training:

Advantages

1. CBLT can make language learning becomes more interesting and motivating. Students can use the language (English) to fulfill a real purpose, which can make the students more independent and confident.
2. Offer a wide educational knowledge to students in the form of the different topics instructed.
3. Help students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.
4. Taking information from different sources, re-evaluating and restructuring those information can help students to establish good thinking skills that can then be transferred to other subjects.
5. Develop collaborative skills, especially in a group work, which can have great social values.

Disadvantages

1. Some students may confuse and feel that they are not improving their English skills because the focus of CBLT is not explicitly on language learning.
2. Difficulties with a topic may lead to large amounts of mother tongue language being used.
3. Difficulties in finding resources for low level students to understand.
4. Students may just copy from source texts without attempting any evaluation.

References:

British Council. Content-based instruction.

Retrieved on Tuesday, 22nd September 2015 from 

http://www.teachingenglish.org.uk/article/content-based-instruction 

Davies, Stephen (February 2003). Content-Based Instruction in EFL Contexts. The Internet TESLJournal, Vol. IX, No. 2. Miyazaki International College.

Retrieved on Monday, 21st September 2015 from 
http://iteslj.org/Articles/Davies-CBI.html

i. http://www.slideshare.net/amansaeede/17-content-based-instruction-cbi

ii. http://www.slideshare.net/19chepe/content-based-instruction-16143752?related=1


Published by Nur Izzati bt Abdul Hadi

Task-based Approach

Contemporary Approaches to Language Training

iii) Task-based approach

What is task?

Many different definitions of ‘task’ have been proposed:                                            

•   Task is a piece of work that need to be done, especially one that is difficult or that must be done regularly. (Longman English Dictionary)

•   A task is a range of learning activities from the simple and brief exercise to more complex and lengthy activities, such as group problem-solving or simulations and decision-making. (Breen, 1987:23)

•  An activity which required learners to arrive at an outcome from given information through some process of thought at which allowed teachers to control and regulate that process was regarded as a task. (Prabhu, 1987:24)

•  A task is any activity that learners engage in to process of learning a language. (Williams and Burden, 1997:168)

 Five characteristics of task

               i.          Meaning is primary

             ii.          Learners are not given other people’s meaning to regurgitate

           iii.          There is some sort of relationship to comparable real-world activities

           iv.          Task completion have some priority

             v.          The assessment of the task is in terms of outcomes.

Nunan, D. (2004). Task-based Language Teaching. The Press Syndicate of the University of Cambridge. University of Hong Kong. Page:3. 

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/task-based%20language%20teaching.pdf

Task-based Language Approach (TBLL/TBLT or TBI)

Task-based Language Learning (TBLL) which also known as Task Based Language Teaching (TBLT) or Task-Based Instruction (TBI) is an approach which offers students opportunities to actively engage in communication in order to achieve a goal or complete a task. Task-based language learning seeks to develop students’ interlanguage through providing a task and then using language to solve it. To summarize, it focuses on the use of authentic language and on asking students/learners to do meaningful tasks using the target language. The assessment is primarily based on the task outcome or the completion of any tasks rather than on an accuracy of language forms in order to improve students/learners’ performances for developing target language fluency and confidence.

It was first developed by N. Prabhu in Bangalore, India. He believed that students may learn more effectively when their minds are focused on the task, rather on the language they are using. (Prabhu, 1987; as cited in Littlewood, 2004)

The Rationale of Task-based Learning

i) Theory of Language        

Several assumptions about the nature of language can be said to underlie current approaches to task-based learning, which are;

·         Language is primarily a means of making meaning

·         Multiple models of language inform task-based learning

·         Lexical units are central in language use and language learning

·         “Coversation” is the central focus of language and the keystone of the language acquisition

ii) Theory of Learning

Task-based learning shares the general assumptions about the nature of language learning underlying Communicative Language Teaching.

·         Tasks provide both the input and the output processing necessary for language acquisition

·         Task activity and achievement are motivational

·         Learning difficulty can be negotiated and fine-tuned for particular pedagogical puposes

Why Using Task-Based Approach?

• Provides the learner with context – The largest benefit of  a task-based approach is that it places the content to be learned into the actual performance context.  
• A natural context is developed from the learners' experiences with the language that is personalised and relevant to them.
•  The learners will have a much more varied exposure to language.
• It is a strong communicative approach where learners spend a lot of time communicating with each other.

A Task-based Approach Procedure

Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.

1. Pre-task:  The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
2. Task:  The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.
3. Planning:  Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
4. Report:  Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.
5. Analysis: The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.
6. Practice: Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

Example of Task-based Approachs’ Activities

      

1.      Listing and/or brainstorming

Examples:

                  i.            In pairs, agree on a list of four or five people who were famous in the 20th century

                 and give at least one reason for including each person

                ii.            On your own, make a list of all the things he/she did. Then check with your partner.   Were there any things you forgot?

2.      Ordering and sorting

Examples:

              iii.            In pairs, look at your list of famous people. Which people are most likely to remain popular and become 20th century icons? Rank them from most popular to least popular, and be prepared to justify your order to another pair.

                                                                                                         

3.      Matching

Example:

              iv.            Read the texts – each texts is about a famous person but the person is not named - and look at the photos. Match each text to a photo. Then talk to your partner, and say how you were able to match them. Prepare to tell the class how you did it.

                                       

https://www.teachingenglish.org.uk/article/six-types-task-tbl

References

British Council, ESOL Nexus. Task based Approach.

            Retrieved on Wednesday, 23^rd September 2015 from

            http://esol.britishcouncil.org/content/teachers/staff-room/teaching-articles/task-based-approach

Esfandiar, M., Knight, P., Molinari, J., & Zacharias, S. (2012). Task-based Learning Applied. “Jane Willis‘ A Framework for Task-based Learning in 1996 (J. Willis 1996)”. University of Nottingham.

Retrieved on Monday, 21^st September 2015 from https://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/task-based-learning-applied-web-vers---1-dec-2012-(lp).pdf

i. http://www.slideshare.net/hulyagulek1993/task-based-language-teaching-tblt

ii. http://www.slideshare.net/Sa345mar/task-based-learning-14703475

iii. http://www.slideshare.net/tortadericota/tbl-1

iv.  : https://www.teachingenglish.org.uk/article/a-task-based-approach

v.  https://www.teachingenglish.org.uk/article/six-types-task-tbl

Published by :
Nurnajihah binti Shafie & Wan Hazrena Fakeeza binti Wan Zakaria