This presentation is an elaboration of the content and task based instruction with the subject of applied linguistics.

1. APPLIED LINGUISTICS
Content Based Instruction & Task Based Instruction
Royal University of Phnom Penh
Institute of Foreign Languages
Department of English
Prepared by:
Son Chakriya
Hang Sochetra
Chey Sotharoth
Nem Sopheak Panha
Theng Sothea Panha

2. CONTENT BASED
INSTRUCTION
The presented by Panha & Panha

3. Definition:
• Content: the use of subject matter as a vehicle for
second or foreign language teaching/learning
• CBI:
• The integration of content learning with language
teaching aims
• The concurrent study of language and subject matter,
with the form and sequence of language presentation
dictated by content materials
.

4. “Content-Based Instruction is an
approach to language teaching that
focuses not on the language itself, but
rather on what is being taught through the
language; that is, the language becomes
the medium through which something new
is learned”

5. How it works
• The main focus is Motivation
• Learner centered
• It promotes motivation

6. An example of CBI lesson can be approached following
these steps:
• Preparation
• A subject of interest is chosen.
• Finding suitable sources that deal with different aspects
of the subject. These could be websites, reference books,
audio or video of lectures or even real people.
• The lesson
• Using small groups
• Assigning each group a small research task and a source
of information in the target language to use to help them
fulfil the task.
• groups sharing and comparing information.
• A result in the form of an end product such as a report or
presentation of some kind.

7. Pros & Cons
Pros:
• Language learning becomes more interesting and
motivating.
• CBI offer a wide educational knowledge to learners in the
form of the different topics instructed.
• It helps students develop valuable study skills such as
note taking, summarizing and extracting key information
from texts.
• Developing collaborative skills, especially when using
group work, which can have great social value.
• In a nutshell, although CBI is a challenging approach for
both teachers and students, the outcome of its
implementation can be rewarding and motivating.

8. Cons:
• CBI implicit language instruction can confuse
learners and may give them the impression that
they are not actually learning language.
• Overuse of native language can be a problem in
some parts of the lesson.
• Finding information sources and texts that lower
levels can understand can be difficult.

9. How can CBI be used in the language
classroom?
It is not enough to simply integrate content into the
language classroom, it must be done effectively. Stoller
(2002) lists eight practices that allow for natural content
integration:
• Extended input, meaningful output, and feedback on
language and grasp of content
• Information gathering, processing, and reporting
• Integrated skills
• Strategy Training
• Visual Supports
• Contextualized Grammar Explanation

10. TASK-BASED
INSTRUCTION
Hang Sochetra & Chey Sotharoth

11. What is Task?
• An activity in which
• Meaning is primary
• There is some communication problem to
solve
• There is some sort of relationship to
comparable real-world activities
• Task completion has some priority
• The assessment of the task in terms of
outcome.
Peter Skehan(1998a: 95)

12. Tasks are usually “Bigger” in their Ultimate Ends than Techniques
Task
A Special Form
of Technique
Several
Techniques

13. Task-based Instruction Method
Centre of
One’s
Methodological
Focus

14. Researchers
Types of Tasks that
Enhance Learning
Examine Teacher Roles
Task-Specific
Learner Factors
Other Variables

15. Successful Achievement of Objectives

16. • Do they ultimately point learners beyond the
forms of language alone to real-world
contexts?
• Do they specifically contribute to
communicative goals?
• Are their elements carefully designed and not
simply haphazardly or idiosyncratically thrown
together?

17. • Are their objectives well specified so that
you can at some later point accurately
determine the success of one techniques
over another?
• Do they engage learners in some form of
genuine problem-solving activity?

18. 1.Task-Based Instruction offers the
opportunity for natural learning inside the
classroom.
2.It emphasizes meaning over form but can
also cater for learning form.
3.It is compatible with a learner-centered
educational philosophy but also allows
teacher’s input and direction.
4.It caters to the development of
communicatively fluency while not
neglecting accuracy.

19. Reference:
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of
%20bilash/content.html
http://www.myenglishpages.com/blog/contentbased-
instruction/
en.wikipedia.org/wiki/Content-based_instruction