INTEGRATING CONTENT-BASED

AND TASK-BASED APPROACHES

FOR TEACHING, LEARNING AND
RESEARCH
&
CLASSROOM INTERACTION AND
SECOND LANGUAGE ACQUISITION
Group 5
Abizar Giffari
Lafziatul Hilmi
Nike Prima Rosa

(1304119)
(14178028)
(14178069)

Content-based and task-based approach

approaches engage learners in activities
authentic
to
their
communicative,
academic and professional interests and
goals.

Input, Feedback and

Production Processes that
Inform Task Design
Numerous studies of immersion, sheltered,
thematic and other types of content
classrooms have revealed that subject
content can provide a good resource for
positive evidence or meaningful input for
comprehension,
production,
and
internalization of an L2.

Input, Feedback and

Production Processes that
Inform Task Design
Input,
feedback
and
production
processes has shown that each has a
contribution to make towards developing an
effective approach to the integration of
content and language.

Tasks as instruments for

teaching, learning and research
Tasks that engage language learners in meaningful,
goal-oriented communication in order to solve
problems, complete projects and reach decisions
have been used for a broad range of instructional
purposes.
Many of the tasks used in research have been
taken directly or adapted from professional
references, scholarly publications and students
textbooks

Tasks as instruments for teaching,

learning and research

Designing language-focused tasks

for the content-based classroom
Focused tasks must have a format that can be
integrated into the everyday life of a classroom as
well and a good task must also be a welcome one
to classroom participants. The tasks should be
simple to implement and consistent with the content
of the classroom curriculum

Focused-tasks: design and

implementation for teaching,
learning and research
These focused-tasks are implemented through spot
the difference, jigsaw and grammar communication.
The learners were asked to work together, compare,
choose, evaluate and reconstruct the passage
features, sentences and texts. The tasks were
helping them with academic skills such as
proofreading and editing

Finally, as instructional activities that can

integrate language and content, focused-tasks help
teachers promote L2 learning in the classroom.
Tasks can integrate many of the strategies that
teachers used to provide learners with adjusted
input, feedback, negotiation, direct instruction,
opportunities for modified production of output

Questions
1.Rahmi,
Explain, what is good criteria in content-based and taskbased?
2. Hasrat,
where do they classify Y/N question from the previous
classification?
3. Dasril,
What is different between content classroom and
language classroom? how to apply the teacher question in
content classroom and language classroom?
Suggestions
1.Sri ariyani
2.Mike
Additional
1. Ryan