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Moises Ramirez
In these three approaches rather than learning to use English, students use English to learn it.
What is content-based instruction? What is task-based instruction? What is participatory approach? Which techniques are involved within these approaches?
3. When learners pensive the relevance of their language use, they are motivated to learn. They know that it is a means to an end, rather than an end in itself.
4. The teacher scaffolds the linguistic content, i.e. helps learners say what it is they want to say by building together with the students a complete utterance.
5. Language is learned most effectively when it is used as a medium to convey informational content of interest to the students.
6. Vocabulary is easier to acquire when there are contextual clues to help convey meaning.
Run
7. When they work with authentic subject matter, students need language support. For instance, the teacher may provide a number of examples, build in some redundancy, use comprehension, checks, etc.
3. The teacher breaks down into smaller steps the logical thinking process necessary to complete the task. The demand on thinking made by the activity should be just above the level which learners can meet without help. 4. The teacher needs to seek ways of knowing how involved the students are in the process, so she can make adjustments in light of the learners perceptions of relevance and their readiness in learn. Such teacher-class negotiation ensures that many students as possible in a mixed-ability class grasp the nature of the activity.
5. The teacher does not consciously simplify her language; she uses whatever language is necessary to have students comprehend the current step in the pre-task. Here she switched from an abbreviated wh-question question to a yes/no question. This switch is natural strategy that proficient speakers use when interacting with less proficient speakers inside and outside of the classroom
6. The teacher supplies the correct target form by reformulating or recasting what the students have said. 7. This jigsaw task, where students have to listen to different parts of a total set of information they need to complete a task, gives them plenty of opportunity to engage in authentic speaking and listening and provides opportunities to develop their comprehension and speaking skills.
8. Students should receive feedback on their level of success in completing the task. The overall focus is on the meaning. 9. Students have input into the design and the way that they carry out the task. This gives them more opportunity for authentic and meaningful interaction.
3. Education is most effective when it is experience-centered, when it relates to students real needs. Students are motivated by their personal involvement. Teachers are colearners, asking questions of the students, who are the experts on their own lives.
4. When knowledge is jointly constructed, it becomes a tool to help students find voice and by finding their voices, students learn to see themselves as social and political beings. 5. Focus on linguistic form occurs within a focus on content. Language skills are taught in service of action for change, rather than in isolation.
6. Students can create their own materials, which, in turn, can become texts for other students. 7. A goal of the participatory approach is for students to be evaluating their own learning and to increasingly direct it themselves.
making
Sharing personal experiences Narrating, describing, exploring and explaining attitudes, opinions, reactions Creative tasks Brainstorming, fact-finding, ordering and sorting, comparing, problem solving and many others
Conclusin
Concluding, Content, tasks and real life problems is what this methods use as the thematic that is going to be the focus of the communication in the classroom. Also, the content-based, tasked based, and participatory approach are focus in learning to communicate by communicating, this means use the language rather than study it. In order to learn the target language the student have to use the language, in other words, learning by doing. The aim of learning a new language is to communicate in that language but what people have to do is not just study the language but use it as every language is use. Target language is not just a subject matter is communication.
References
CAL. (2013). Center for Aplied Linguistics. Recovered October 22nd, 2013, Center for Aplied Linguistics: http://www.cal.org/resources/digest/met00001.html Hernndez, A. (2005). Recovered October 22nd, 2013, http://revista.inie.ucr.ac.cr/uploads/tx_magazine/oral.pdf Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. En D. Larsen-Freeman, Techniques and Principles in Language Teaching (pag. 37). NY: Oxford University Press. Nieman, S. (2013). Slideshare. Recovered October 22nd, 2013, Slideshare: http://es.slideshare.net/sarynieman/participatory-approach Prabhu, N. S. (1987). Second Language Pedagogy. En N. S. Prabhu, Second Language Pedagogy (pag. 148). Oxford University Press. Scribd Inc. (2013). Scribd. Recovered October 22nd, 2013, Scribd: http://es.scribd.com/doc/34747004/Contentbased-Task-based-and-Participatory-Approaches Shang, H.-f. (2013). The Internet TESL Journal. Recovered October 22nd, 2013, The Internet TESL Journal: http://iteslj.org/Techniques/Shang-CBI.html Willis, J. (2013). Slideshare. Recovered October 22nd, 2013, Slideshare: http://es.slideshare.net/mortdida/taskbased-instruction-method