The document compares and contrasts three approaches to language teaching: Communicative Language Teaching (CLT), Task-Based Instruction (TBI), and Content-Based Instruction (CBI). All three prioritize authentic language use in meaningful contexts over isolated grammar and vocabulary. They aim to make language learning more student-centered. CLT focuses on developing communicative ability, TBI uses tasks requiring language use to solve problems, and CBI integrates language learning with subject matter content.
The document compares and contrasts three approaches to language teaching: Communicative Language Teaching (CLT), Task-Based Instruction (TBI), and Content-Based Instruction (CBI). All three prioritize authentic language use in meaningful contexts over isolated grammar and vocabulary. They aim to make language learning more student-centered. CLT focuses on developing communicative ability, TBI uses tasks requiring language use to solve problems, and CBI integrates language learning with subject matter content.
The document compares and contrasts three approaches to language teaching: Communicative Language Teaching (CLT), Task-Based Instruction (TBI), and Content-Based Instruction (CBI). All three prioritize authentic language use in meaningful contexts over isolated grammar and vocabulary. They aim to make language learning more student-centered. CLT focuses on developing communicative ability, TBI uses tasks requiring language use to solve problems, and CBI integrates language learning with subject matter content.
The document compares and contrasts three approaches to language teaching: Communicative Language Teaching (CLT), Task-Based Instruction (TBI), and Content-Based Instruction (CBI). All three prioritize authentic language use in meaningful contexts over isolated grammar and vocabulary. They aim to make language learning more student-centered. CLT focuses on developing communicative ability, TBI uses tasks requiring language use to solve problems, and CBI integrates language learning with subject matter content.
WHAT ARE THE MAIN COMMUNICATIVE TASK BASED CONTENT BASED
SIMILARITIES? LANGUAGE TEACHING INSTRUCTION (TBI) INSTRUCTION (CBI) (CLT)
All three approaches The students have to Focuses on teaching
prioritize the use of SUBTÍTULO CHARACTERISTICS work on tasks that language through authentic language in require them to use subject matter content meaningful contexts, language to solve a
rather than focusing on problem or complete a May have a more
grammar rules and The main goal is to task. The main focus is academic and content- isolated language skills. develop learners' ability on task completion and oriented focus to communicate problem solving, with
effectively in real life This approach integrates
communication as the situations. language learning with key part to solve Their aim is to make subject matter content, Learners are encouraged activities. language learning more allowing students to to use language for This approach student-centered and learn both language and communication, rather emphasizes the interactive, rather than content simultaneously than simply focusing on importance of reflection teacher-centered. grammar and vocabulary and feedback about the Authentic materials are activities and the used such as textbooks, students take an active language learning articles, and videos, that ASUBTÍTULO CONTRAST role in their learning and process. reflect real-world work collaboratively with situations and language their peers. Real world related use activities CLT and TBI prioritize
The teacher acts as a
communication as the Like CLT, this approach facilitator and guide main goal of language is student-centered and rather than a class learning, while CBI focuses on student leader. focuses on teaching needs and interests. language through CLT emphasizes the Students work content. importance of fluency in collaboratively and take oral communication an active role in their learning.
Donald E. Polkinghorne - Narrative Knowing and The Human Sciences (Suny Series in Philosophy of The Social Sciences) - State Univ of New York PR (1988)