CONTEMPORARY APPROACHES TO

LANGUAGE TRAINING

Presented By:NOORHAKIMAH CHE SU171856NUR IZZATI ABDUL HADI174491NOR SYALIZA MAHMAD NASIR174706NURNAJIHAH SHAFIE174389WAN HAZRENA FAKEEZA WAN ZAKARIA173669

OVERVIEW

LANGUAGE-BASED

CONTENT-BASED

SKILL-BASED

TASK-BASED

NOORHAKIMAH CHE SU171856

LANGUAGE-BASED TRAINING

Why is language needed?1. For study2. For work3. For training4. For some other purposes

Where will the language be used?

5. Physical setting6. Human context7. Linguistic context

3 primary aspects of the language-based learning1. Needs2. Abilities3. Interests

There are a few principles of language teaching:4. The generalizable features of the language.5. Useful language items, skills and strategies.6. Effective use of previous knowledge.7. Include on the sound system, spelling,

vocabulary, grammar and discourse-areas. 8. Learning material that most suit individual

learning style.9. Feedback to improve the quality of their

language use. 

CONTENT-BASED TRAINING

CONTENT-BASED TRAINING/ INSTRUCTION (CBI)

DEFINITION OF CONTENT-BASED INSTRUCTION (CBI)

AIM OF CONTENT-BASED INSTRUCTION

APPROACHES IN CONTENT-BASED INSTRUCTION

CONTENT-BASED INSTRCUTION MODELS

ADVANTAGES AND DISADVANTAGES OF CONTENT-BASED INSTRUCTION

DEFINITION OF CONTENT-BASED INSTRUCTION (CBI)

• Content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow & Wesche, 1989).

• CBI is different from traditional English classes because language comes second to the content.

• Language proficiency is achieved by shifting the focus of the course from the learning of language per se to the learning of subject matter (Leaver & Stryker, 1989).

AIM OF CBI

• To help learners in developing general language skills through interesting and appropriate contents.

APPROACHES IN CBI• Use CBI as a mean of acquiring information.• Reflect learners' needs for learning English better.

NUR IZZATI ABDUL HADI174491

CBI MODELS

Sheltered Instruction

Adjunct Instruction

Theme-based Instruction

SHELTERED INSTRUCTION

1. A teaching style based on the concept of providing meaningful instruction in the content area.

2. The goals of sheltered instruction are:i. to provide access to main mainstream, grade-level contentii. to promote the development of English proficiency

3. A teacher provides various methods of instruction that allow students to create meaning of multifaceted content in classroom.

4. The teacher can call on a number of different instruction methods.

i. Increase wait time, be patient.ii. Respond to the student’s message, don’t correct errors.iii. Simplify teacher language.iv. Don’t force oral production.v. Demonstrate, use visuals & manipulative.vi. Make lessons sensory activities.vii. Pair students with native speakers.viii.Adapt the materials to student’s language level, maintain content

integrity.ix. Build on the student’s prior knowledge.x. Support the student’s home language and culture; bring it into the

classroom.

STRATEGIES

• According to Genzuk (2011), there are 10 strategies in sheltered instruction.

ADJUNCT INSTRUCTION

1. Adjunct instruction is a course of English accompanying total English immersion.

2. It may resemble ESP classes where emphasis is placed on acquiring specific target vocabulary.

3. Students take part in two linked courses, a content course and a language course (Richard and Rodgers, 2001).

THEME-BASED INSTRUCTION

1. It is specially designed for ESP classes only.

2. It is structured around a set of professional topics (themes).

3. Brinton et al (1989) stated, special attention is paid to the integration of the four language skills.

4. Teachers and students’ attention is supposed to be shared in a more or less balanced manner between the language and content matter.

ADVANTAGES OF CBI

1. Make language learning becomes more interesting and motivating.

2. Offer a wide knowledge to students.

3. Help students to develop valuable study skills.

4. Help students to establish good thinking skills.

5. Develop collaborative skills.

DISADVANTAGES OF CBI

1. Students may feel that they are not improving their English skill.

2. Students may just copy from source texts without attempting any evaluation.

3. Mother tongue language being used in classes.

4. Resources for low level students are difficult to find.

NOR SYALIZA MAHMAD NASIR

174706

SKILL-BASED TRAINING

WHAT IS SKILL-BASED TRAINING?

• A type of education that comprises teaching and learning specific skills.

• Concentrates on developing and applying specific skills and behaviors.

• Learners must involve in a variety of hands-on activities and real life scenarios.

• It is widespread all across genres.• The skills involve for the training have specific

requirement to be fulfilled.• The success of the training can be proven when the

learners are able to acquire and apply the skills earned in their jobs or tasks.

FUNDAMENTAL STEPS IN CONDUCTING A SKILL-BASED TRAINING

1) Identify the competencies.

2) Sequence skills and tasks.

3) Implement training strategies.

4) Evaluate and revise.

LANGUAGE SKILLS IN ESP

1) Listening2) Speaking3) Writing4) Reading

SKILL-BASED TRAINING PRINCIPLES

1) Student-centered2) Active learning3) Training on most difficult piece of

equipment first4) Focus on skills5) Shared learning/Experiences6) Build confidence

THE EXAMPLE OF SKILL-BASED TRAINING COURSE

Source : http://www.the-centre.co.uk/courses/detail/listening_skills

> Course summary : This online workshop focuses on the listening skills. The course contents cover the importance of listening, characteristics of a good listener, the concept of ‘slow listening’, principles of communication, types of listening, etc.

> At the end of the course, the students will be able to understand the basic listening processes, increase their awareness on how state-of-mind impacts the quality of listening, and have an understanding on how to discern the meaning behind other person’s communication.

NURNAJIHAH SHAFIE174389

TASK-BASED TRAINING

TASK-BASED TRAINING

WHAT IS TASK?

TASK-BASED TRAINING

ADVANTAGES OF TASK-BASED TRAINING

DISADVANTAGE OF TASK-BASED TRAINING

WHAT IS TASK?

• 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).

TASK-BASED TRAINING

• Task-based training is an approach which offers students opportunities to actively engage in communication in order to achieve a goal or complete a task.

• Use “Task” as the basic teaching strategy.

TASK-BASED TRAINING

• Task-based training seeks to develop students’ language through providing a task and then using language to solve it. • Task-based training focuses on the use of

authentic language and asking learners to do meaningful tasks using the target language. • The assessment is primarily based on the task

outcome in order to improve learners’ performances for developing target language fluency and confidence.

ADVANTAGES OF TASK-BASED TRAINING

• Help learners to interact spontaneously.• Gives language learners opportunity to

learn vocabulary.• Provides essential conditions for

language learning.

DISADVANTAGES OF TASK-BASED TRAINING

• Seedhouse (1999) implies that it could be argued that task-based training emphasizes too much on tasks and communicating meaning and this could have an impact on how to use the language with the correct form. • It is significantly less effective for the

systematic teaching of new language.

WAN HAZRENA FAKEEZA WAN ZAKARIA

173669

OVERVIEW

Task-Based

Training Framewor

k

Principles of

Task-Based

Language

Training

PRINCIPLES OF TASK-BASED LANGUAGE TRAINING

i) Learners:• Require exposure to the real situation and varied

language of speakers of the target language (often modified; always comprehensible).

• Expose to and use the kind of language that they want and need for their own interests or purposes.

• Provide opportunities for meaningful language use in purposeful interaction, where they take informed risks, make choices, and negotiate meaning while seeking solutions to genuine queries.

• Learning a language is student-centered, as students are encouraged to use language creatively.

PRINCIPLES OF TASK-BASED LANGUAGE TRAINING

ii) Teachers • Must ensure that activities are interconnected and

organised with clearly specified objectives. • Should elicit self-correction, enable personalised

feedback, and consider learners’ individual developing language systems (interlanguage).

• Must set activities for learners that help them notice language forms.

• Should explicitly instruct activities in the context of where meaning is primary and the activities of different skills should be integrated.

• Have to evaluate learners’ performance and progress in terms of the process of achieving a goal.

TASK-BASED LANGUAGE FRAMEWORK

Pre-task

Task-preparation

Task Realization

Post-task

TASK-BASED LANGUAGE FRAMEWORK

• Pre-task• Teachers choose materials related the to the task/ topic

content.• Chosen materials will serve as a springboard to the

topic content.

• Task preparation• Teachers introduce the topic and task.• Students prepare their own inputs for the task.

TBL FRAMEWORK• Task realization• Student planning a report.• Student producing a poster or giving a

presentation.

• Post-task• Knowledge focus• Teachers evaluate students’ reports or

presentations: a better understanding of the knowledge.

• Teachers’ reflection• Can the tasks motivate the students to

engage in the activities?

FUN ACTIVITY

“Never Say Never – Justin Bieber ft. Jaden Smith”1. What do you understand about this

song? Just briefly share your understanding.

CONCLUSION

• It is strongly recommended that ‘task-oriented’ approach’ should be adopted in training in the sense that, students are given many practical tasks and features of the applications system are then introduced gradually to help students to tackle the task.

LET’S RECAP

RECAPLanguage-Based ApproachEmphasized on the function of language.Content-Based ApproachSignificant in language educationHelp learners in developing general language skills through

interesting and appropriate contentsSkill-Based ApproachConcentrates on developing and applying specific skills

and behaviors.Task-Based ApproachOffers students opportunities to actively engage in

communication in order to achieve a goal or complete a task.

THANK YOU