•it gives students a feeling of real achievement?

They are coping with, and talking and writing about, complex material in the foreign language.

COMMUNICATION
CENTERED APPROACHES
the 80s
CONTENT INTEGRATES LANGUAGE LEARNING WITH THE
LEARNING OF OTHER CONTENT
BASED
INSTRUCTION LANGUAGE ACROSS CURRICULUM

CONTENT BASED ON ISSUES OF CONCERN TO

PARTICIPATORY STUDENTS
APPROACH
EXPERIENCED- CENTERED APPROACH

TASK BASED
LEARNING
CONDITIONS for LANGUAGE
LEARNING
1. EXPOSURE to comprehensive INPUT

2. USE of language to exchange meaning

3. MOTIVATION to use language

4. Extra condition: instruction in language.

TASKS TARGET LANGUAGE IS USED

FOR COMMUNICATIVE PURPOSES GOAL

IN ORDER TO ACHIEVE AN OUTCOME RESULT

CONTROLLED LANGUAGE PRACTICE ACTIVITIES

REPETITION OF TARGET PATTERNS FOCUS on LIGUISTIC FORMS

ROLE PLAY ACTIVITIES sometimes have outcomes

SKILL PRACTICE generally designed to improve only one skill

PROJECT TASK
may cover a whole term or academic year central focus of a lesson
• Central topic
• Collection, analyses and use of info
• Interaction with other learners.
• A final product
 TYPES of TASKS
HIGHLY STRUCTURED
SPECIFIC GOALS
CLOSED PRECISE INSTRUCTIONS
ONLY ONE POSSIBLE OUTCOME

FLEXIBLE STRUCTURE
OPEN LESS SPECIFIC GOALS
DIFFERENT WAYS OF ACHIEVING OUTCOME

MIDWAY ONE SPECIFIC GOAL ,

ONE POSSIBLE ANSWER
BETWEEN OPEN AND
CLOSED
DIFFERENT WAYS OF REACHING IT.
 CALL MALL
COMPUTER ASSISTED MOBILE ASSISTED
LANGUAGE LEARNING LANGUAGE LEARNING

* ATTEMPTS TO USE NEW TECHNOLOGY

* STUDENT DRIVEN LEARNING (= “TEACH YOURSELF “SCENERY)
* DIFFICULTY IN ALLOWING CREATIVE LANGUAGE USE.
* CALL PROGRAMS LESSON
PLAN
STIMULUS (TEXT, PICTURE, SOUND,
VIDEO

LEARNER´S INPUT (TYPED, EXPLANATIONS

SPOKEN)

FEEDBACK TO USER
REMEDIAL ACT.