Content-Based and Task-Based Instruction
VNU University of Languages and International Studies
Postgraduate Faculty
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Final assignment
Course title: English Language Teaching
Reality of using task-based and content-based instructions in teaching English in Xuan Hoa – Phuc Yen – Vinh Phuc
|Lecturer: |Dr. Lê Văn Canh |
|Student: |Nguyễn Thị Hà |
|Date of birth: |10/07/1987 |
|Class: |K20A |
|Course: |20 (2011-2013) |
Hanoi – 2012
Reality of using task-based and content-based instructions in teaching English in Xuan Hoa – Phuc Yen – Vinh Phuc
Lecturer: Dr. Le Van Canh
Student: Nguyen Thi Ha – K20A
I. Introduction Because of the more importance of second language, second language learning and teaching have been taken into account by many researchers, and linguistic specialists. We can see visibly the trends and the developments in instruction in second language skills in recent years – in the age of globalization. In the article titled “Current perspectives on teaching the four skills”, ELI HINKEL from Seattle University, Washington, United States stated that “in an age of globalization, pragmatic objectives of language learning place an increased value on integrated instructional models with a focus on meaningful communication and the development of learners’ communicative competence”. Hence, integrated instructions, especially content-based and task-based instructions have gained special consideration. As far as we know, content-based and task-base instructions are becoming
Postgraduate Faculty
(((
Final assignment
Course title: English Language Teaching
Reality of using task-based and content-based instructions in teaching English in Xuan Hoa – Phuc Yen – Vinh Phuc
|Lecturer: |Dr. Lê Văn Canh |
|Student: |Nguyễn Thị Hà |
|Date of birth: |10/07/1987 |
|Class: |K20A |
|Course: |20 (2011-2013) |
Hanoi – 2012
Reality of using task-based and content-based instructions in teaching English in Xuan Hoa – Phuc Yen – Vinh Phuc
Lecturer: Dr. Le Van Canh
Student: Nguyen Thi Ha – K20A
I. Introduction Because of the more importance of second language, second language learning and teaching have been taken into account by many researchers, and linguistic specialists. We can see visibly the trends and the developments in instruction in second language skills in recent years – in the age of globalization. In the article titled “Current perspectives on teaching the four skills”, ELI HINKEL from Seattle University, Washington, United States stated that “in an age of globalization, pragmatic objectives of language learning place an increased value on integrated instructional models with a focus on meaningful communication and the development of learners’ communicative competence”. Hence, integrated instructions, especially content-based and task-based instructions have gained special consideration. As far as we know, content-based and task-base instructions are becoming
References: Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal 56 (4), 389-396. Crandall, J. (Ed.). (1995). ESL through content-area instruction. McHenry, IL: Delta System. Davies, S. (2003). Content-based instruction in EFL contexts. The Internet TESL Journal, 9(2). Eli Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131. Ellis, R. (2006). The Methodology of Task-Based Teaching. Asian EFL Journal 8 (3). Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal 8(3) Tsiplakides Iakovos, Fragoulis Iosif, & Keramida Areti. (June 2011). Content-based Instruction in the Teaching of English as a foreign Language. Review of European Studies. Vol. 3, No. 1. Strker, S., & Leaver, B. (Ed.). (1997). Content-based instruction in foreign language education. Washington, D.C.: Georgetown University Press. William Grabe and Fredricka L. Stoller. Content-Based Instruction: Reseach Foundations. http://www.carla.umn.edu/cobaltt/modules/principles/grabe_stoller1997/READING1/foundation.htm