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Different approaches to the content-based instructions in language learning and teaching
Section 10. Philology
Atajonova Malohat Ilhomovna, teacher of English, Urgench State University Mamatova Maksuda Shonazarovna, student of English department, Urgench State University Nurmetov Jasur Nurmuxamatovich, Master student, specialization Linguistics (English language), Foreign languages faculty E-mail: [email protected]
Different approaches to the content-based instructions in language learning and teaching
Abstract: This article is about different approaches to the content — based instructions in language learning. The study of a subject matter makes its learning easy and meaningful for learners. It is necessary to provide meaningful input to have productive output. The teacher should use effective and special methods to make the student be able to speak about the content and purpose of learning English for their field of subject.
Keywords: approaches, language acquisition, comprehensible, instruction, immersion programs, proximal development.
According to theories in foreign language learning, content-based instruction fulfills the necessary conditions for a successful language acquisition or leaning. According to Krashen “Second language acquisition occurs when the learner receives comprehensible input, not when the learner is memorizing vocabulary or completing language exercises” [1]. Therefore, content-based instruction accomplishes that assumption, because the study of a subject matter makes the input more comprehensible and meaningful for learners, as Krashen highlights, “What rather than how”. In addition to the comprehensible input proposed by Krashen, there is also a study in Canadian immersion programs, Swain suggests that “In order to develop communicative competence, learners must have extended opportunities to use foreign language productively” [1], this means that in order to inquire learners to produce meaningful out-put, they must have meaningful input.
In addition, both theories from Krashen (1984) and Swain (1985) complement each other. Both hypothesis were important in the research work because the cope was to motivate learners to talk about important issues for them in a different language; during teaching experience we have wondered why students do not speak English, and we have found out that they do not know how to communicate what they want, and what it is important for them in the target language, this situation may happen because the information given is not as meaningful as language teachers think it is. Therefore, it is necessary to provide meaningful input to have productively output. Going depth to social and philologists issues
surrounding content-based instruction; Vigotsky’s notions of “[1] Zone of proximal development, [2] private speech (internally directed speech) as strategies for problem solving a rehearsing” [1].
Students in CBI classes have plenty of possibilities to interact and negotiate with the content they are learning in order to communicate with a peer and practice comfortably the knowledge acquired. Another assumption that is important in teaching a language comes from Ausubel (1983), who proposes in education the concept of “Meaningful learning” where teachers use students’ prior knowledge in order to create a new one, Ausubel (1983) states that teachers should not take for granted students’ minds, “Their minds are not in Zero” Ausubel suggests this in general educational field. However, it could also be taken to the language teaching field, where teachers can elicit information from students in order to construct new knowledge and allow students to participate in their own process of learning. Finally, the assumption by Novak (1994) who states that learners choose consciously to integrate new knowledge to knowledge they already possess, that is learners make knowledge meaningful when they relate it with knowledge they already own.
Moreover, Cummins’ work provides theoretical base for consideration of the integration of language and content instruction. “There is a paradigm in which language tasks may be characterized as context reduced or context embedded and in which the tasks addressed through language may be cognitively demanding or undemanding” [1]. Therefore, learners require clear guidance in order to develop the tasks well,
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Section 10. Philology
and it is also necessary that those activities develop demand a level of difficulty, with the purpose of mastering not only simple daily circumstances, but also an academic background to survive in academic learning contexts.
Additionally, it is important to clarify that CBI aided language development in terms of effectiveness in the learning process; it means that the four skills were fully developed during the implementation of CBI. As said by Brinton et al (2003) the content development makes the best use of skills in the target language in order to aid learners to use the content and understand the language significantly. Therefore, language and content were balanced developed and worked.
All the before mentioned about language acquisition and CBI, was important in the research work, because to implement a certain strategy, teachers need to know the learners’ minds, in order to understand what they want and need. Therefore, teachers can create knowledge along with learners. Besides, learners should be ready to face academic language in their professional life. Consequently, English teachers should provide learners contents through which they can improve academic lang uage and knowledge.
Another issue which is important to mention is, the autonomous learning. In CBI the role of the student is student-centered. According to Stryker and Leaver “One goal of CBI is for learners to become autonomous so that they come to understand their own learning process and take charge of their own learning from the very start" [1]. Thus, the role of the students is to stop being passive, they become involved in their own process and with their own rhythm of learning.
To finish, according to Anderson cited in Stryker & Leaver “teaching approaches which combine the development of language and content knowledge practice, using this knowledge and strategy training to promote independent learning” [1]. In traditional context it is difficult to increase autonomous learning, since students are used to receive the whole information and not to have consciousness of their own process of learning. This special fact was a weakness in the research work.
However, in this point we gave special attention and tried to apply different strategies to improve students’ autonomous learning.
“Even though content-based instruction (CBI), is gaining popularity and research support in the ESL setting, it is still relatively new in much of the EFL field” [1]. However, according to Tim Murphey “Few teachers have experienced in content teaching” [1]. This means that even though, the institutions say that they apply content-based, there are a few teachers that have experience using CBI.
Throughout history of second and foreign language teaching the word content has had different interpretations. Historically, in methods such as grammar translation, content was defined as the grammatical structures of the target language. In the audio-lingual method, content assisted of grammatical structures, vocabulary, or sound patterns presented in dialog form. More recently, communicative approaches define content in an altogether different way.
More recently, another definition of content has emerged as an approach.
According to Snow “Content, in this interpretation, is the use of subject matter for second foreign language purposes. Subject matter may consist of topics or themes based on students interest or needs in an adult EFL setting, or it may be very specific, such as the subjects that students are currently studying in their elementary classes” [1].
Other authors have also related to content-based and in order to clarify the term it was necessary to define it from the point of view of different authors. Drawn from Met “The term content-based instruction is commonly used to describe approaches to integrating language and content instruction” [1], but it is not always used in the same way. For example, Crandall & Tucker, cited in Hardman define content as “... an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e. g., math, social studies) within the context of teaching a second or foreign language” [1].
Curtain and Pesola use the term in a more restricted way, limiting it to only those “... curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students.” [1]. Krueger and Ryan cited in Met “Distinguish between content-based and form-based instruction and note that the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents”. There is also a variety of definitions of “content”.
As can be seen from Crandall and Tucker’s definition, “Content is clearly «academic subject matter»” while Genesee Cited by Hardman suggests that content “. need not be academic; it can include any topic, theme or non-language issue of interest or importance to the learners”. Chaput cited in Hardman defines content as “. any topic of intellectual substance which contributes to the students’ understanding of language in general, and the target language in particular”. Met has proposed that “.«content» in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”.
Despite of the different definitions and the different ways to conceive the term Content-Based Instruction, all of the programs, models, and approaches that integrate language and content share a common characteristic; students engage in some way content using a foreign language.
To finish, CBI is defined by the researcher; content-based instruction is actually a high-quality strategy for teaching a foreign language because it is taken into consideration learners’ prior knowledge, interests and needs in order to teach another language. Moreover, if it is given to the learners meaningful input, they will produce meaningful output, in other words students will develop a communicative competence that helps not only the foreign language development, but also to strength competences in the native language.
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Identifying allocating and managing resources for language tests
References:
1. Anderson Keith, Wendy Allen and Leon Narvaez. “The Applied Foreign Language Component in the Humanities and the Sciences”, 103-13, in Merle Krueger and Frank Ryan, eds., Language and Content: Discipline and Content-Based Approaches to Language Study. - Lexington, MA: DC Heath, 1993.
2. CrandallJ. A. Content-centered learning in the United States. Annual Review ofApplied Linguistics 13, 111-126. - 1993.
3. Curtain H. & Pesola C. A. B. Languages and children: Making the match, Foreign language instruction for an early start grades K-8. White Plains. - NY: Longman, 1993.
4. Cummins J. The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. -Los Angeles: National Dissemination and Assessment Center, 1981. - Р. 3-49.
5. Krashen S. D. Fundamentals of language education. - Columbus, OH: McGrawHill, 1992.
Matchanov Muzaffar Ruzimbaevich, the English teacher ofApplied English department, Foreign Languages Faculty, Urgench State University
Karimova Yulduz,
student of the English language and literature department, Foreign Languages Faculty, Urgench State University
Rakhmanova Aziza, student of the English language and literature department, Foreign Languages Faculty, Urgench State University E-mail: [email protected]
Identifying allocating and managing resources for language tests
Abstract: From early years of independence Uzbekistan state policy paid great attention to the education of the youth and adopted a number of decrees, orders and established continuous development process of learning process. New standards, new curriculum and models of educational syllabus have been suggested in order to reestablish and change traditional approach to education in the republic.
Keywords: educational syllabus, diagnostic, assignment, reproduction, problem-solving tests, Traditional approach.
We can find very convenient information on the issue in the following constructions by Berk R. A., Baltimore, Fitzpatrick R., Morrison E. J. R. and L. Thorndike. This discussion of act charge addresses the topic from some exclusive perceptions. For instance, the authors give a great attention to the concept of reproduction, the application of high technology in performance assessment, the basic perceptions of devotion, cost, and the essentials of good recreations. In addition, they emphasize the procedure of situation tests such as in-basket tests, games, contests, and diagnostic problem-solving tests in which examinees engage in some real-life tasks.
Here we can introduce you with explanation of the term of “language test resource allocation” Resource sharing out is the assignment of valuable resources to various uses. In the context of an entire language teaching, resources can be allocated by knowledge of learners and their language proficiency, by central planning, or by some combination of the two. In project management, resource allocation or resource management is the scheduling of activities and the resources required by those activities while taking into consideration both the resource convenience and the project time.
Strategic planning of resource allocation is a content draft for using available resources, for example human resources, especially in the near term, to achieve designed target for the future. It is the process of allocating uncommon resources among the various projects or business units. There have been a number of approaches to solving reserve allocation problems for instance, the resources can be allocated using a handbook approach,_an algorithmic approach, or a combination of both. There may be eventuality mechanisms such as a priority ranking of items excluded from the plan, presentation which items to fund if more resources should become obtainable and a priority position of some items included in the plan, showing items should be sacrificed if total funding must be reduced.
Resource allocation may be decided by using computer programs applied to a specific domain to mechanically and with dynamism distribute resources to candidates, and this type of resource allocation usually called in science as “algorithm”
One of the most significant stages in any test development procedure in stock of the available resources and approximation the resources essential in the previous chapter, practicality is the
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