Content-based, Task-based and Participatory Approaches
(similar to the Communicative Approach – focus on communication)
1. The difference between these approaches and Communicative approach:
- In comparison with Communicative Method these three approaches are focused on learning through (not for) communication (communication is used not as an aim but as a tool for teaching foreign lg)
I. Content –based approach
1. Historical background:
a) it appeared in 1970s
b) originated from academic environment where observations had been
made (‘academic subjects provide natural content for language instruction’ (Freeman, 2000))
2. The main goal of Content-based approach:
- integrating teaching reading and writing with all other subjects
3. Some characteristics of teaching/learning process:
a) the subject matter content is used for language teaching
purposes (Through geography, history etc. the students learn foreign language in the class. After the task connected with one of these subjects T focuses Ss attention for some aspects of second lg that appeared in the task i.e.: In historical text T later on makes Ss aware of some past forms that appeared in this passage).
b) teaching foreign lg based on students prior experience (Example: T asks Ss about what they know about WWII)
c) the lg is learned most effectively when it is used as a medium to convey informational content interesting for Ss (Example: First, T reads new vocabulary that appeared in the task with historical text and then plays video presenting historical events that were mentioned in the text).
d) materials: Mainly the use of authentic materials, tasks
4. The areas of the lg emphasized:
a) reading and writing
b) communication – speaking (Communicative competence – it consists of
not only using the second language in speaking but also being able to
read, discuss and write about content from other subjects/fields)
c) vocabulary – easier to acquire when there are contextual clues to help
convey the meaning (referring to Ss prior knowledge about the subject matter of the lesson)
5. The role of the teacher:
a) to teach foreign lg by referring to Ss general knowledge about the topic
b) He/She helps Ss to complete their academic works such as: writing term
papers, reading academic textbooks and other stuff assigned by students’ content teacher (teacher of different subject).
6. Evaluation of the approach:
J Foreign Language Learners do not have to postpone their study until their lg comprehension level is high
II. Task-based approach
1. The main goal of the Task-based approach:
- to provide learners with a natural context for lg use (done by Ts)
2. The importance of S – S interaction:
- While completing a task students interact with one another. Such interaction
is believed to facilitate lg acquisition. REASON: Learners have to work in
order to understand each other and to express their own feelings as well. (tasks
presented in the form of problem-solving negotiation between Ss prior
knowledge and the new knowledge).
a) Materials: similar to those used in Communicative Language Teaching.
(Difference: Where as CLT focus on a communicative function, Task-based approach didn’t focus on particular function of the lg [or even particular form of the language]) à a major shift of perspective concerning these three approaches
b) Tasks/class activities have perceived purpose & clear outcome.
4. The role of the Ts:
a) to help Ss to complete the task by diving the process activity’s
completion into smaller steps.
b) He/She needs to find ways of knowing how Ss are involved in the task/activity
c) using whatever lg is necessary for Ss to understand the current stage of the task (different forms i.e.: T asks Ss : ‘What about Saturday? Do we have school on Saturday?’ in the process of making a weekly timetable.)
d) supplying the correct target form by reformulating what the Ss have just said. Example: T asks Ss: ‘above underlined question’, learners respond: ‘No…. holiday.’ Teacher replies: ‘Yes. Saturday is a holiday’
5. Three types of tasks in Task-based approach (according to Prabhu):
a) information-gap activity – It involves the flow/exchange of the
information between groups/individual learners in order to complete a task
b) opinion-gap activity – requires from Ss to give their personal feelings,
preferences, attitudes in order to complete a task i.e.: students provided
with a kind of social problem are asked to think of possible solutions
c) reasoning-gap activity – Ss need to derive some information from those
provided by the T. Example: Students are given a railway timetable and
their task is to get from ‘City A’ to ‘City B’
III. Participatory approach
a) it appeared in the early 1960’s (thanks to Freire’s work). Although it
started being widely discussed in the language teaching literature at the 1980’s.
b) native – language literacy program (for slum – dwellers in Brazil) developed by Freire in the early 1960’s (Freire’s work in the above point)
c) Education is not value free. It occurs within particular context.
2. The main goals of Participatory approach:
a) to help Ss to understand the social, cultural or historical forces that
affect their lives (later on being able to gain control over their lives by
responding to these forces
b) self – evaluation – Ss not only evaluating their learning but also
directing themselves in this process
a) the similarity between what happens in the classroom and what occurs
in Ss’ real life
b) Syllabus: not a predetermined product but the result of an ongoing
problem – posing process (problem provided by the T and Ss provide some solutions to it)
c) Education is most effective when it relates’ to students real needs (what Ss learn in the classroom may be used in their real life).
d) Students’ motivation comes from their own involvement.
e) Materials: can be created by Ss; they can become texts for other Ss
f) lg focus – on linguistic forms
4. The role of the teacher:
- assuming the role of co-learners by asking Ss questions (students seen as
experts on their own lives)
Ylayda