THE EFFECT OF CONTENT-BASED INSTRUCTION AND TASK-BASED LANGUAGE TEACHING ON STUDENTS COMMUNICATIVE COMPETENCE.

THE EFFECT OF CONTENT-BASED INSTRUcnON AND TASK-BASED

LANGUAGE TEACHING ON STUDENTS' COMMUNICATIVE

COMPETENCE

A Thesis

By :

MARYATI

SAI.MJAH

NIM : 045010140 (S.Pd Unlt'el'IIW NeJeri Meclan)

SMti/IW to tlv

&rzl4lt

~ UIIS'I4tfa Sttuly

l'rozr-

Ito ltutW FoJfi/lmnU ~1 tlv hqoJ-~>for tllo 1>qrw

of

Masf~Nr HlmfiiiiiDnt

Enaum

Applied

Liqulstict Study Proaram

Poltp'aduate

School

State University of Medan

Advisers' Statements

1 certify that I have read this thesis and tbat, in my opinion it is fully adequate in

scope and quality as a Thesis for the Degree of Magister Humaniora.

Dr. &rlin Sibarani. M. Pd fi rst Adviser

l certifY that l have read this rhesis and that, in my opinion it 1s fully adequate in scope and quality as a Thesis for the Degree of Magister Human.iora.

Pro( M. Silitonga, Ph. D

Approval

Thi$ Thesis

was

cXJlmined on 27 August 2007 by the Board of Examine~

0<. Berlin Sibarani, M. Pd

Board of £ uminen ~

Prof. M. Sili10nga. Ph. D

Prof. Tina Manany

Arifin.

M A , Ph.D.

Prof Amnn Salagih. Ph. D

0.. 811$11\in Gwnin&, M.Pd..

Prof. 0<. Belfrik ~nullang

NIP : 130 5 18 778

TheUeod U"l!uistic

ish Applied

ACKNOWLEJ)GEMENTS

The writer would like to express her !hanks to several

per.;ons.

They are Pro( Tina Mariany Arilin Ph.D as the bead of English Applied Linguistics in UNJMEO, Williem Satogih, M.Ed as the secrewy of this depaltment They 1-olve given o lot of advi«!, guidance to me to finish this thesis. The writer also wishes to pass his gratitale to Dr. Berlin Siborani, M.Pd and Prof. M. Silitonga. PhD who hove kindly assisted him in guiding, directing. revising and correcting the

organization or the concep1 of this thesis. May God bless them.

The writer is indebted to all lecturers and rutors, who hove given the

valuable knowledge during hl'f study in English Applied Linguistics of Graduate School in the State Univtrsily of Medon (UNlMED),

Finally, the writer would like to tharik to her beloved porcnts, brother and sisters for their patience to let him continU!e her study until she finish this thesis. And also to aU ber friends who gave her Suppoo1S. May God bless whoeYer has been given his/hcc constructive sugge<~ i on forr the shape of this thesis.

Medan, Scplcrnber 2007 The writer.

Solaioa., ~,.,..~~.

ne

t:ffoct o1

c --

Baod

•••noc:Uoe

aad

T.n

-Bated Languat T .. ohiag oo Studeau' Com•oaialive Compelftlee. Tbais:

£aglid A.pplitd Linpislic GDCI1UIIe Prognua UNIMt:D. l006

This Thesis deals wilh lhe quantiurtive sludy aboul cor~ent - based instruction and task - based lansuagc teaching. II was caniedl out to find the effect of content -based imuuction and !ask - based language tcachir41 on studems • ~c

compeler¥:C. To fmd OUI

wbicb

of coJilent - based instruction and task- based

Jaoguoge t.eaching is """" cffi:ctive.

The effect was c:crnplled swislically by using One Way AnaJysi$ of Variance.

All« ~ina !he

data.

!he result ol variables were obuincd:

I. There is slgniliwt etlix:t of....- - bose!~ instruction aod task- bose!~

lang.age t~

on

studmcs' CO!Iml.lliCaliYC COJJ1lCICilCe

2. Task - based language teaching is mo.-. effcclive !han COIIICDI - based instruction

on

SIUdeols' <XXII!IIIIJiica cornpclenCe. This was found ~

by using Newman - Keuls fonnula.

ACKNOWU?OOEMENTS

ABSTRACT

TABLE OF CONTENTS

UST OF TABLES I.IST OF FIGURES LJST OF APPENDICES

TABLE OF CONTENTS

CHAPTER

RffRODUC110N

I. I. The Background oftbe Study

1.2. The Problem ofthe Study 1.3. The Soope of1he Study

1.4. The Objective of 1he Study

I.S. The Significance of1he Study

CDAPTER ll REVIEW OF LITERATURE

Page j_j iii vii viii ix 4 5 5 6

2. 1. CIJilliOOilicative CompelellCe 7

2.2. Content- Based Instruction 9 2.2.1. The Principles ofColiA: nt - llascd lns1ruction 12 2.2.2. Nature ofU!nguage on Content- Based Instruction 12 2.2.3. 'llleo<y of learning oo Contcot - llascd Instruction 14

2.2.4. Design of Content-Based Instruction 16

2.2.4.1. The Objectives ofConent - Based Instruction 17 2.2.4.2. The Syll.OOS of1he Cootent- Based Instruction 18 2.2.4.3.The Types of Learning and k:aching Activities

of the Content - Based Instruction 18

2.2.4.4. The Learner's Roles in !he Coment - Based 1 ostruction

2. 2 .4.5. The Roles of 1he Teacher in 1he Contcm

-Based Instruction

19

2.2.4.6. The roles of !he Materials in lhe Content

-Based l<lWUC:rion 20

2 2.4.7. The Proccdun: of the Content- Based

I nstructioo 2 1

2.3. Task - 8as<d~Tcaching 2 1 2.3. 1. Theoryof~ge in Task - Based

~8" Teadting 25

2.3 2. Theory of~ on Task - 8as<d

~8" Teadlu1g 27

2 3.3. The ObjocOves ofT ask- Basod I ""ll'"'&'!

Teaching 29

2.3.4. Tho Syllabus on Task - Based~

TeodtJna 29

2.3.5. The Types

ofl..cami'l!

and Teaching

Activities 31

2.3.6. The Lamers' Roles 36 2 3.7. The Teacher's Roles 37

2.3.8. The Role of Instructional Malcrial 38 2.3.9. The Procedure of Task - Based ~8"

Teaching 40

2.4. Conceprual Frrunewo.t 41 2.5. Hypotheses of !he Study 42

CHAPTER lU M ETHOD OF RESEARCH

3.1. Resean:h Design 43

3.2. Population and Sample 44

3.3. Vlriablcs 45

3.4. lnstNncr1t for Data Collection 45

3.5. Validi1y and Rctiabilily 45

3.5 2. Reliabo1ity

3.6. The l'rooe:<be of Data Collcc:tion

3.6.1. Preparation

3.6.2. Pretest 3.6.3. Treaunent 3.6.4. Posttest

3. 7, The T eclmique of Analyrins Data

3.8. Statistical Hypotheses

CIIAPTER IV DATAANALYSIS 4. 1. Data Analysis

4.1.1. Validity 4. 1.2. Reliability

4.1.3. The Effect of the Treatments on COilll1lU71icativc

Competence

4. 1.3. 1. Teaching EnaJisll

thto<Aah

Conteo1t-Based

46 47 47 48 48 48

49

49

so

Sl

lnstruaion on ~ C on.,... 52

4.1.3.2. T caching EnaJISII

tiJro<ch

Task - Based

~ Teacbi~ on Con'municative

Competence S4

4. 1.3.3. Teaching English

tko<.t!h Conventiooal

oo

Communicative Competence

4 1.3.4. The Most EfiO<>ti,'C TCKhing Activities

4.2. 1beTestirogHypolheses

42.1. l!ypolhesis O.X: C001en - Based lnstruaion

and Task-Based~ Taoching SigniJicandy Affect

on Convnu>icaUve

51

58

~ 58

4.3.2. Research Findinss of !he Second Research

Probletm 61

CHAPTER V CONCLUSIONS AND SUGG£STJONS

4.S.I. <:ontlusM>ns

4.S.2.

SusgesriMs

62

63

LIST OF TABLES

Table Page

2.1. The Differences llctw1len Comem - Based lnsuucticn

and Task - BISCd Language Teaehing 40

3.1. The Randomlsed Groups. Pre - 1eS1 and

Post -

test desigJI 44 4.1.The

Post -

Test Scon:s ofG~ Expetimallall

{ Conlm • Ba5Cd Instruction in T eaclliJ1g

eomrn.nc.tive~ )

4 2. The Pos1 Test Scon:s of Expcrimcnl Groo.lp 2 {Ttik - B....S

J..anaulae

Teaehirrg)

4.3. The Po>1 - Test Scon:s ofConlrol G""4' (~ual)

4.4. Analysis of Variance Table of

the Post - Test of the Three Groups

4.S. The Ncwn1an Keuls Test to Decide

the Mosl Effoctive Teaching

S2

S4

56

S8

fipe

4. 1. Histogrum !tom oable 4. 1

4.2. HIStogram fi'OO> lable 4 2 4.3. Hisloarom liom table 4.3

LIST OF FlGURES

Page

53

55

LIST OF APPENDICES

Appendix

I. The =mple of the test

ll Ths is the example or Jldi.,jties in the experimenlal group. m . The Compwtion or the Post -Test &om the

Tbrce G""''l' in Cornmmicative C0111pe1"""" Test IV. NEWMAN - KEUI.S CALCULATIONS

V. Reliobohty

Page

68

78

82

BS

CHAPTER I

INTRODUCTION

1. 1. Tbe'Bacl<gr-o-d oflht Study

The WOI'Id is now experiencing ,...,... stages or social. ccooomical, and

dcmogHqiliatl tJinUXms The

c:mc:rpg

global cx:ouotll) is very ~ - In

this age of cechnology, infonnalion conccmi.na the speedy developnent in various

f1Cids of lrlCbnology and saonce is IIICOIIy CO<M:)<d IM>ugJ> ~

n-.

such os internet.

Globalization and the free tJide maric<t have mode English extremely

olij)OI-

""-'"e

lhCn:

is

no

OCher

larc'av

that hiS wide -spread

usc

~

the world. It is inevitable tl1ot Indonesia, IS a developing counuy, is in need of the

English langulae IS iofonnation

conca

nirc

advanc:ed 1ec:lmlogy and

sc"'""'

is

conl!e)'Cd in

Enclish:

One of the basic problc:rm in forcisn

Jancua8"

""'cbms

is to prepare lcamas to be oble to

use

the ~ 1llcre ate

some

needs and be able to do in

ordct 10 speak in another language, one nocds to know how to articulate sounds in • ~ible ...,., one needs an adequate ~ . and one needs to

haYe masiCry nf S)'1UX. ,.,..,.., •aaiatiooJS add ~ 10 lir1guistio Wti.,CICiu;.

Howeva-. while l~tic tc>iupettu::e is necessary. it is oot suJfteienl for

-.:one

wbo WITIIS 10 COIJli1Ulicote .,.,.,.,....ly in another ~

The lc:aching of English IS 8 foreign

Jancua8"

in Indonesia is 1101 rm.d:i

,.

2

languoge ha>e been widely o<WBJiized. A susvey condiiCied by !he Dc:portrrem of

EducaloOn and Culti.I'C of the RepU>tic of Indonesia (2003· 17) bas oeponcd thai

teacbcB (95.4 % of pobli<: and 91.90/o of pivllle schools leaC!oeB) admillcd that

""' Enalish

muctioto has been IDSUCX>CSSful.

Many colleges in Medon now demand !heir studenl$ to be able to

c:ormaci:ale

in

~ So, they u.1te syllobus on their college t1oo1

Enalish

is

tatJgt. since the first semester llllil eigbllt semester. The researcher is one of the

~.ish """"""' in the college. NOC only tbe researcher has difficolmcss to teado

the students bw also IIIIOtbcr

Enal.ish

tca<:hor. However, so for tbe opproach to deal

with these ooncems bas been focused 001 methodology rather than on more filrodomcntol issues derived fiom ~studies.

T eacbcB and educators tend to identiiY !he methodology as the SC31'"!,'03~

The old method is oq>laced with 1 new

one,

and the introcluc:llon of

a

rw:w method

is intc:ndcd to oorrcct ""' previous

one.

Ho""""'.

in the tlw)Sitioow.l period. teo<:hen

arc olleo

blinded by tbe

newness of !he method instead of c:ritic:ally reviewing whcthc:r the unsatisfactory learnit1g ... do in filet relale to DZ1IIoclokJtjca poblcms (see Hubbud,

Jones, Thornton and Whcclc:r, 1983~

Being coocenocd with the ilO!IliDinic:atve compc:titnce of sta.dcnts, for

~

Enalish

cducolors then turned to tbe al<IIIIUlicative approech did not

culminate in evaluation process of the sl<ms that !he ·~

was

supposed to

3

c:ntrar<:e teS~ which still emphasize sllUCilnl lcoowlodge rathe< !han oommuni<:orive slo11s.

Modem ~ pcdaao&Y emphasizes a fOO\IS on meaning over fonn as

the beso pllh ooward

oommunicaliw:

coupeto""' aod ocancy (B,., aod

Cadlin.

1980; Widdowson: 1978). The Comoru.micoiM: ~ Tcadling lesson

ccnoered on giving stuclenls oppct1\Jilioies oo ptactioc using lhe oonmwlicaoi""

fWICtioll of

rnekirc

pcdietioas. In these

...,.C>IIC:bd

~ lhon "learning 10 use

El18fisb, • studenos " use English 10 leom it'" (HOWitt 1984 ~ Conlelll - based lanb""'&<: oeacbing ptOVide$ an impcnant means of acbi<W>@ ohis fO<IJ$ on

meaning (Cnudall: 1987; Swain: 1999). Conlel<l ..., como from a varieoy of

sowa:s, such as penonal malk:IS, e.g., soudcnos' favo<ioc music and food,

occo'l""i'nOn ...,.. as

in lang\lljlO

for

specific JlUliOSOS,

c.a..

funR

coeinecrs

raoding ..00.. aoaitmb& and globol issues, c.s., pcaoc.

t..man

riglu. and environn•:rnal education (CateS: 1990).

Task! refer 1<> IIClivities carried .,.. in ohe classroom by soudcnos who use

ohe oargot 1angtag<: in ways lhao rclaoc 10 wbolo obey mighl ha"" 10 do O<JOS!de obe

elassroom. As studenos wort on purposd\ol

w1<s.

obey are ~ in meaningful activities which focus on ~ and ~ of obe Jorcuasio, these

may """"""' !heir learmng (Foster and Skehan: 1996~ FO< ~ l e, a oeacher rray ...., studau 10 do a SllllDIBI)' because obey may - such a oask in

4

Becanse

or

thooe """""'· the rcsean:her is intercsled to coodoct • """""'b

10 lind out the effectiiiCilCSs of these two imtructions, conlenl and wit based

~on studcra" com:ru::ic::ati COiUV Jc •o ..

1.2. 1'he Pn>bte. oftheSiucly

Based on the becl(groonl wbldl is

g;...,.,

aboYe. tbis SIUdy wiD irMsbgate

the

use

of .,.,...,.,. - based

inslna:lion

n1 task - based ~anguo&e tcachins in

teac!Unil English class. It means tllat the $IUdy will investigate the ongoin(l ~ish ~ withoul c:onocnt and taSk based loj)pi<*iles as ots besic meas...,.,._ Based on the notioo, the problem of the SIUdy can be staled in the

fol~ questions:

I . Do the

cont.,. -

based imtnlelioo and task - bascd lang~age t1C1Cbing

significantly affect student's communicative competence?

2.

Which of the - - based instruction and task - based 1anguo&e

~ os the more elftdive to the stllel<3' s conmlll'icaiM:

OCJ<l1)0tenoe 1

1.3. T1oe Scope til .... Sflldy

There an: a lot IIJllllllaChcs tllat teocbers can usc in enhancin(l the studenb

OCJ<l1)0tenoe ;., ~ especially in CCITI1U1ication

a..

in this atSC the

wma

j1B1 b:uscs her ...-cb oo the use

or

two tudoitc>, they ..-e ..,.,.... - bascd

I

I

s

1.4. ne Objediva of • St.ly

In carrying out the research, it i! necessaty to state what arc the objectives

time.

So

the cbjecdves of this study are:

I. To find out whether the ClOI'IIet>l - based iosuuction and taSk - based

2. To find 0U1 and make """ whethe< the C><ldelll - based instruotioo ot

task based la111,ouage taochiog is more effective on students'

t.s.

ne Sipillcuce of.-St.~y

This research findings are

C'lCJ'C"ted

to be usefUl

&o

English teacbe1s to

eonccmin8 ...

,th

loangulge

usc

and

teacbina

~research.

This study is CllpOCttld 10 povidc infi>nnltion, wbich may ha-..e pnl<tical OS

well

os

thcomical values fot English

q'"l!"

tiCOCbcr. Thom:tically. the resull

of

the study will add what has been fuund in the area of English teochi11(1 in fomgn

6()

CJIAPTE.R V

CONCLUmQNSAHDSUGCESnONS

5.1.

CONCLUSI.ONS

This chapter of intensive reseliiCh oo the effect of cotUem - based

instruction IIJ1d task - based language teaching on srudents' communicative

compelmCe showed the sigpilicanl

.met.

This is c:cncludod as follows a.

c...- -

based inslnlc6on

w

task - based ~ "'""~

sisroif....-ly alliaod oo st\ldalts' <IOimlUiicolive

C<Ct\>0"""""

It was

shown on the F

,.__.>

F -(8.6 > 3 . 22~

b. The task - based language teaching is the most effective reaching oo

students' COIIlllll.lli<: compctcllCe. It can be seen fiom lbc NtwmRII -Keuls tecMiquc that the mean and RST of W1c - bosed language reaching is boJIIOSI lhon lbc two ~ ( """" and RST of COill«ll - based

tn$truelioG

ODd~ ~ 6.4 < 6.S. mean ODd RST of the

Cootenl - bosed instruction and task - based language teaching IS. S > S.S 1

and mean and RST of contem - based insiJUction and laSlc - based

61

S.l. SUGC£STIONS

S.:..:..l s~

are

offered

for

funner n:scon:b in order 10

obloin

lhc:

maximal

findings laler 00

S<M:taJ

SUW"'hOIIS IW:

o.

The findings of lhis srudy can be used for developing studellts'

commumcativc oompc:tenee.

b. 111o I&Sk - '-sed ~ leaChing

can

be applied

on

lhc: English 1eaclil1g

classroom especialJy fur lhc: leOChcrs who wao1 10 develop lb<iJ-Sllldenls'

~c:ompe;.nce

c. Another ltiiCher can make I&Sk - ~loosed ~ IA:ae~

owe ereati..,

and iMOvative ~to lhc: students' competence and interest

d. Teacher can trtale

new

material besod oo lhe task - b-' langllllgC ICOChina

62

REFERENCES

Ary, Dooald. (1979). /ntnxluctlon to Research Education. United State of America: Hol~ Rincbatt and Winston. Inc

Bachman. L .. F. and l'alrn..-, A.S. (1982} 'Tne COfiS/nJCI Validation of Some Components of Communicative Proficiency. TESOL Quartely, 16 (4)

Bell, J., and b. Burnaby. (1984). A Handbooli for ESL Literacy. Toronto:

Ontario

Institute fro Studies in Education

Broc:n, M, and Cadlin, C.N. (1980). The /!.'ssentia/s of a Communicative Curriculum Language Teaching. Applied Linguistics

Breeu, M. (1987). /.earner Contributions to Task O..ign. In C. Candlin and D.

Murphy (eds.} Language /,earning Ta.<As. Englewoods Cliffs, N.J.: Pl1:nticc

Hall

Brinton, D .. M., M.A. Snow, and M.B. Wesche. (1989). ContenJ .. 8osed Second

Language Instruction. New Yori<: Newl><lry House

Bygate, M. (1987). SpeaAing. Oxfo<d: OxfOrd U niv=ity Press

Cates, K. (1990). Teaching for a &11er World: Global l.f:rues in L.onguage Education. The Language Teacher 14

Cl'omsl<y, N. (1965). A.<pects of the Theory of Syntax. Cambridge: Cambridge University Press.

Crandal, J. (eels.). (1987). ESL 1'hmngh COntenJ - 8a.«d InStruction. Englewood Cliffs, NJ: Pl1:nticc Hall

CIOI<es, G. (1986). Task Classification: A 1.:'ross - Disciplinary Review. Honolulu: Center for Second Language Classroom Research

D'Anglc:jan, A., and R Tucker. (1975} Tk Acqlli!•lion of Complex English Structures by Adult Learners. Language Learning 25

Depat!ement Pendidilcan dan Kebudayaan. (2003). Survey Pengojaran Bahasa lnggris di SMI' dan SMA Sellll'tlh Indonesia. Jakarta: Depancmen

Pendidilcan dan Kebudayaan

63

Dye. Joon, and Nao;y F181tion. (1994). Specmmt: A Commllnicotive Owrse In £ny,/1Sh. London: Prmice Hal~ Inc

Edelsky, Carole, Bcos Alwagcr, and Batbora Florea. (1991). Whole Ltm~ :

What's the Differen«? Portsmouth, NH:

HeintmaM

Feez, S. (1998). Te.rt - based Syllabus De.•lgn. Sydney: National Ccntet rro English Teaching and Reset>Ich

Fas1et P., and P Skehan. (1996). The Jnflumce

of

P/Dnlling on Pu{OI"11IDTICC In

Task &sed U orntng. Sn.dies in Seconcll.angut&e Acquisition 18

Honeyfield, J (1993). Responding to TDSir. DiffiCVIty. In M. Tdoo (eds ).

SimplifKXJitOtt: 7Moryand Prr>ctice. Sillppoce: R.,.;o..l I ""e'Rg!' Centct

Hubbard, P .. Jones, H., lbomlon, B., and Wheeler, R. (1983). A Trailling Ccur.tt

for TRFI. Oxford: Oxfunl Uni-.iey Pn::ss

Hymes. D. H. (1974). On Communicative Comp<tence. In J. Pride and J. Holmes (Eds. ), Sociolinguistics. Penguin

Howar1. K.B. (1984). Undenlanding Comm1111icotion in Second Language

C/auroom. Camlrilge:

Caml>rid&e

University Press

J<Jo~Dtc, K. (19f'l). Approoclres to Sylloln4 destlf!'

for

Foreign Language

Tenchmg_ New York: Prallice Hall

Long. M., and G. Crooltes. (1991).Three AfJP"))Ches to Task - &sed Syllabus

Dwgn. TESOL Q\latlely 26

Long. M .. and 0 . Crookcs. (1993). Unil.f of Analys/3 in Course ~tiff!' - The Case for TasA. In G. Crooltes and S. Gass (cds.}. 7'asks in Pedt«IJgical Context:

lnii!1(!'UIIIIg Tlteary and Proclicft. Clevedon: Mullilircual Matters

Moban, B. ( 1986). Lon~ and Content. RC*Iirc. Mass: Addison- Wesley Nlmn, D. (1919). Durgmllg Tasks for the CommvniCOtive Classroom. New

York:

CaJrbrid&e

Uniwssily Press

Pica.

T., R. K~~»&Y. IIDd J. Faloduo. (1993). ·Choo&ing and Using Communicative Tasks fro S«ond Language /nstrucJion. In G. Crooltes and

S.

Gas$ (cds.),

l'a.<k and l.angiJIJge Leoming: Integrating 1'/reory and Practice. Clevedon: Multilingual M""""

64

Rodgers. 'Tbeodonl aod Richards, Jaelc. C (200 I). Approaches and Metlltxh m

Languogt Teaching. Cambridge: Cambridge Uniw.,.ity Press.

Satire, W. (1998). On /AngiJ08": 11le Summer

of

this Content. New YOtt Tunes. August 19, 1998

Saville, N. aod

HotiJea,.,.,

P. ( 1999~ A.rses.mg Speo!tng tn tht nvised FCE.

ELT joorral, SJ (I)

Savignon. S. (1997). Comm1111k:otive 0JmpeJenct: Theory and Cl=room

Proctice. New Y or1c Mc(lraw-Hm.

Savignon, S. (2001). "Cormulicati>-e ~ teachll18 in lhe IWCDCy•fir>t

cermy."

In M. Cck»-M<Ria (eel.), Teachmg English as a Second or

f'ortign Language. ll<loton: Heinie & Heinle.

Slcehan, P. (1996} A Fro,.wod

fro

the IMplementatlo#l

of

Task - lkU<d

/n.slri/Ciifm. Applied Linguistics

Sk ... P. (1998}A oog>tllm Approado t& lartgllllg< Learning. Oxford: Oxfool Ummily Press

Smith, D. ( 1971). Task Train/rtf?. In AMA F..ncyclopodia of Supervisory Training. New YOtt: Americon Manogcmcnl Associolioo

Sloller, F. (1997). Project Wort: A Means to Promote l.anguag< and Content.

~ Teacbng Forum. 3S (4): 2-9. 37

Stryker, S., aod B.

Leaver.

( 1993). Content &sed Instruction in FON!i8f1

wngwge EdiiCQtion. WasJ>iretoo. O.C: O<lorsclown University Press

S"''l!in, M. ( 1999). lntegrotrng Language and Conttnt Teaching 71troug/l

OJI/oborative 7'asks. In C.S. Ward & W.A. Renandya (ods.). New lmlghts

for /.artglllll,,. Ttoehtr. S...,.,.e: SEAMO Rcgioolll..anguoae Cmer Weir, C. ( 1988).

,

...

U!mmunlootiW l-anguage Tesnng. Exeter. Exeter University

Wesc;he, Maljone. (1993). ()l.rciplifUI - &sm Apptoachu to lon81J08'! Study:

Ro.-rch I.!IWS and Olllcomes in Krueger. M. and F. Ryan (ods~ Languagt

65

Widdowwsoo,tt (1978). Twching Languuge a.< Communi001i0tl Oxford: Oxford

Univcrsily l'n:5$

WOIIs, J. (1996). A Fltxrblt fo'romttWork fro Ta.vk - Boaed Leamrng. In J. Wnlis

and 0 . Willis (cds . ~ Chall•nge and Change In Langu<Ige Teadrrng. Oxford: