Integrating Content-based and Task Based Approaches for Teaching, Learning, And Research

INTEGRATING CONTENT-BASED AND TASK-BASED APPROACHES FOR TEACHING, LEARNING AND

RESEARCH &

CLASSROOM INTERACTION AND SECOND LANGUAGE ACQUISITION

Group 5Abizar Giffari (1304119)Lafziatul Hilmi (14178028)Nike Prima Rosa (14178069)

Content-based and task-based approach approaches engage learners in activities authentic to their communicative, academic and professional interests and goals.

Input, Feedback and Production Processes that

Inform Task Design

Numerous studies of immersion, sheltered, thematic and other types of content classrooms have revealed that subject content can provide a good resource for “positive evidence” or meaningful input for comprehension, production, and internalization of an L2.

Input, Feedback and Production Processes that

Inform Task Design

Input, feedback and production processes has shown that each has a contribution to make towards developing an effective approach to the integration of content and language.

Tasks as instruments for teaching, learning and research

Tasks that engage language learners in meaningful, goal-oriented communication in order to solve problems, complete projects and reach decisions have been used for a broad range of instructional purposes.

Many of the tasks used in research have been taken directly or adapted from professional references, scholarly publications and students’ textbooks

Tasks as instruments for teaching, learning and research

Designing language-focused tasks for the content-based classroom

Focused tasks must have a format that can be integrated into the everyday life of a classroom as well and a good task must also be a welcome one to classroom participants. The tasks should be simple to implement and consistent with the content of the classroom curriculum

Focused-tasks: design and implementation for teaching, learning and research

These focused-tasks are implemented through spot the difference, jigsaw and grammar communication. The learners were asked to work together, compare, choose, evaluate and reconstruct the passage features, sentences and texts. The tasks were helping them with academic skills such as proofreading and editing

Finally, as instructional activities that can integrate language and content, focused-tasks help teachers promote L2 learning in the classroom. Tasks can integrate many of the strategies that teachers used to provide learners with adjusted input, feedback, negotiation, direct instruction, opportunities for modified production of output

Questions 1.Rahmi,

Explain, what is good criteria in content-based and task-based?2. Hasrat,

where do they classify Y/N question from the previous classification?3. Dasril,

What is different between content classroom and language classroom? how to apply the teacher question in content classroom and language classroom?Suggestions 1.Sri ariyani 2.Mike Additional 1. Ryan