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TBLT 2009 Lancaster
Applying Content- and Task-Based Instruction in an EAPProject on Postmodernism
Aviva SoesmanTel Aviv University
Presentation Outline
Content-based Instruction – rationale / benefitsTask-based Instruction – rationale / benefitsThe projectStudents’ feedback
Content-based Instruction
“the concurrent learning of a specific content and related language use skills” with “the selection and sequence of language elements determined by the content ” (Brinton, 2007: 11)
Different models
Common concept: integration/knowledge
Content-based Instruction: WHY?
Removes “arbitrary distinction” (Brinton, 2007: 17)
Language learning more authentic - language in context and used for communicating meaning =real world (e.g., Garner & Borg, 2005; Pally, 2000)
Added Knowledge (Stoller, 2002; Wesche,1993); “Two-for-one” (Wesche & Skehan, 2002: 221)Therefore: Motivation / Engagement (Nunan, 2004)Vocabulary reinforcement (Shih, 1992; Murphy &
Stoller, 2001)Schemata (Pally, 2000)
CBI in EAP: WHY?
Bridges Gap between EFL and other courses Simulation of University settings – authentic /
relevant (Stoller, 2004; Wesche & Skehan, 2002)
Simulation of actual subject matter - motivating/ relevant
Variety of similar subject matter = better preparation for needed skills (Shih, 1992; Kirschner & Wexler, 2002; Garner & Borg, 2005)
“The most educationally appropriate approach” for EAP (Garner & Borg, 2005: 120)
TBI: WHY?
Communicative Activities and Meaningful language use (Jeon & Hahn, 2006; Nunan, 2004)
Student-centered / autonomy (Flinch, 2005)
“Learning by doing”, active (Lingley, 2006; Nunan, 2004)
Collaboration (Ellis, 2003; Cobb & Lovick, 2007)
Authentic – real life and academia (Nunan, 2006; Shih, 1992)
TBI: WHY?
Breaks Routine (Cobb & Lovick, 2007)Cognitive investment/mental effort = deeper
language processing = long-term retention (Cobb & Lovick, 2007)
Functional reading, read for clear purpose (Bogaert, 2005)
Therefore:Student engagement and increased
motivation (e.g. Cobb & Lovick, 2007; Nunan, 2004; Willis, 1996)
CBI and TBI
Traditional CBI and TBIFocus on discrete
language and reading
comprehension skills
Focus on acquiring, synthesizin
g and applying
knowledge
Linguistic Knowledge
Academic Literacy
A Learning Sequence on PM
FrameworkFive lessons – two core texts + other materials- Activities acquiring knowledge
- Activities applying knowledge
Oral presentations
The Tasks
Jigsaw – information gap task - groupsMovie (Blade Runner)Jigsaw – pairsPictures – reach consensus
Steps, Interaction, Non-linguistic purpose, Meaning,
Cognitive, Observable Outcome (Cobb and Lovick, 2007)
Simulation of academic tasks
Integrative Project
Subtasks and oral presentationPurpose of oral presentationThree stages 1.Choose piece
2.Find source3.Give
presentationInstructions
Rationale
Natural sequence, but student-centeredSimulation of academia:
-access academic sources-synthesize information-apply theory, show understanding-analyze work of art-oral presentation
Oral presentations (King, 2002; Kirschner & Wexler, 2002)
Students’ Feedback
Understanding of PM: 4.9Asking questions only: 1.8Good assessment tool: 3.8Important skills: 3.7
Negative commentsPositive comments
In Conclusion
Applicability in different EAP contexts
References
Bogaert, N. (2005, September). A task-based route to Academic Literacy. Paper presented at the International Conference on Task-Based Language Teaching. Leuven, Belgium.
Brinton, D. M. (2007, June). Content-Based Instruction: Reflecting on its Applicability to the Teaching of Korean. Paper presented at the12th Annual Conference American Association of Teachers of Korean. Chicago, Illinois.
Cobb, M. and Lovick, N. (2007, September). The Concept of Foreign Language Task, Misconceptions and Benefits in Implementing Task-based Instruction. Paper presented at the 2nd International Conference on Task-Based Language Teaching. Hawaii.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Flinch, A. E. (2005). The postmodern language teacher: The future of task-based teaching. Unpublished Document. Retrieved October 2008 from http://www.tblt.org/download/finch_handout.doc.
Garner, M. & Borg, E. (2005). An ecological perspective on content-based instruction. Journal of
English for Academic Purposes, 4, 119-134. Jeon, I. & Hahn, J. (2006). Exploring EFL Teachers' Perceptions of Task-Based Language Teaching: A
Case Study of Korean Secondary School Classroom Practice. Asian EFL Journal, 8 (1). Retrieved October 2008 from http://www.asian-efl-journal.com/March_06_ijj.php
References – Cont.
King, J. (2002). Preparing EFL learners for oral presentations. The Internet TESL Journal, 8(3). Retrieved on 12 January 2003 from http://iteslj.org/Lessons/King-PublicSpeaking.
Kirschner, M. & Wexler, C. (2002). Caravaggio: A design for an interdisciplinary content-based
EAP/ESP unit. Journal of English for Academic Purposes, 1, 163-183.
Lingley, D. 2006. A Task-based Approach to Teaching a Content-based Canadian Studies Course in an EFL Context. Asian EFL Journal, 8 (3). Retrieved October 2008 from http://asian-efl-journal.com/Sept_06_dn.php.
Murphy, J.M. and Stoller, F.L. (2001). Sustained-Content Language Teaching: An emerging definition. TESOL Journal, 10 (2/3), 3-6.
Nunan. D. (2004). Task-based Language Teaching. Cambridge: Cambridge University Press. Nunan, D. (2006). Task-based language teaching in the Asian context: Defining ‘task’. Asian EFL
Journal,8 (3). Retrieved October 2008 from http://asian-efl-journal.com/Sept_06_dn.php.
Pally, M. (2000). Sustaining interest/advancing learning: Sustained content-based instruction in ESL/EFL – Theoretical background and rationale. In M. Pally (Ed.). Sustained Content Teaching in Academic ESL/EFL: A Practical Approach (pp. 1-18). Boston: Houghton Mifflin.
REFERENCES – Cont.
Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading Class. TESOL Quarterly, 26(2), 289-318.
Stoller, F. L. (2002). Content-Based Instruction: A Shell for Language Teachingor a Framework for Strategic Language and Content Learning? Retrieved 20 January 2009 from http://www.carla.umn.edu/cobaltt/modules/strategies/Stoller2002/READING1/stoller2002.htm
Stoller, F. L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24, 261-283.
Wesche, M. B. (1993). Discipline-based approaches to language study: Research issues and outcomes. In M. Krueger & F. Ryan (Eds.), Language and Content: Discipline- and Content-based Approaches to Language Study (pp. 57-82). Lexington, MA: D. C. Heath.
Wesche, M.B. & Skehan, P. (2002). Communicative, Task-based and Content-based language instruction. In R. B. Kaplan (ed.), The Oxford Handbook of Applied Linguistics (pp. 207-228). New York: OUP.
Willis, D. (1996). A Framework for Task-Based Learning. London: Longman