This document discusses contemporary approaches to language training: language-based, content-based, skill-based, and task-based. Language-based training focuses on the functions of language. Content-based training uses interesting content to help learners develop language skills. Skill-based training concentrates on developing specific skills through hands-on activities. Task-based training offers students opportunities to communicate through tasks to achieve goals. These approaches emphasize using language meaningfully to develop proficiency.

1. CONTEMPORARY
APPROACHES TO
LANGUAGE TRAINING
Presented By:
NOORHAKIMAH CHE SU 171856
NUR IZZATI ABDUL HADI 174491
NOR SYALIZA MAHMAD NASIR 174706
NURNAJIHAH SHAFIE 174389
WAN HAZRENA FAKEEZA WAN ZAKARIA 173669

2. OVERVIEW
LANGUAGE-BASED
CONTENT-BASED
SKILL-BASED
TASK-BASED

3. NOORHAKIMAH CHE SU
171856

4. LANGUAGE-BASED
TRAINING

5. Why is language needed?
1. For study
2. For work
3. For training
4. For some other purposes
Where will the language be used?
1. Physical setting
2. Human context
3. Linguistic context

6. 3 primary aspects of the language-based learning
1. Needs
2. Abilities
3. Interests
There are a few principles of language teaching:
1. The generalizable features of the language.
2. Useful language items, skills and strategies.
3. Effective use of previous knowledge.
4. Include on the sound system, spelling, vocabulary,
grammar and discourse-areas.
5. Learning material that most suit individual learning style.
6. Feedback to improve the quality of their language use.

7. CONTENT-BASED
TRAINING

8. 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

9. 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).

10. 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.

11. NUR IZZATI ABDUL HADI
174491

12. CBI MODELS
Sheltered
Instruction
Adjunct
Instruction
Theme-based
Instruction

13. 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
content
ii. 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.

14. 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.

15. 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).

16. 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.

19. 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.

20. 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.

21. NOR SYALIZA
MAHMAD NASIR
174706

22. SKILL-BASED
TRAINING

23. 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.

24. 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.

25. LANGUAGE SKILLS IN ESP
1) Listening
2) Speaking
3) Writing
4) Reading

26. SKILL-BASED TRAINING PRINCIPLES
1) Student-centered
2) Active learning
3) Training on most difficult piece of equipment first
4) Focus on skills
5) Shared learning/Experiences
6) Build confidence

27. 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.

28. NURNAJIHAH SHAFIE
174389

29. TASK-BASED
TRAINING

30. TASK-BASED TRAINING
WHAT IS TASK?
TASK-BASED TRAINING
ADVANTAGES OF TASK-BASED TRAINING
DISADVANTAGE OF TASK-BASED TRAINING

31. 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).

32. 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.

33. 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.

34. ADVANTAGES OF TASK-BASED
TRAINING
• Help learners to interact spontaneously.
• Gives language learners opportunity to learn
vocabulary.
• Provides essential conditions for language
learning.

35. 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.

36. WAN HAZRENA FAKEEZA
WAN ZAKARIA
173669

37. OVERVIEW
Task-Based
Training
Framework
Principles
of Task-
Based
Language
Training

38. 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.

39. 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.

40. TASK-BASED LANGUAGE
FRAMEWORK
Pre-task
Task-preparation
Task
Realization
Post-task

41. 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.

42. 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?

43. FUN ACTIVITY
“Never Say Never – Justin Bieber ft. Jaden Smith”
1. What do you understand about this song?
Just briefly share your understanding.

44. 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.

45. LET’S RECAP

46. RECAP
Language-Based Approach
Emphasized on the function of language.
Content-Based Approach
Significant in language education
Help learners in developing general language skills through
interesting and appropriate contents
Skill-Based Approach
Concentrates on developing and applying specific skills and
behaviors.
Task-Based Approach
Offers students opportunities to actively engage in
communication in order to achieve a goal or complete a task.

47. THANK YOU