1 It is important to ensure that the learners understand the goals of the course, the
reason for the way it is organized and taught, and the approaches to learning they will be encouraged to take.
2 Learners enter a course with their own views of teaching and learning and these may
not be identical to those of their teachers. ``
3 Learners’ learning style may be an important factor in the success of teaching and
may not be necessarily reflect those that teachers recommend. 4
It is also important to find out what the learners’ motivations are for taking the course.
5 Support mechanism provide for the learners are another component of course
delivery. These include the kinds of feedback learners will get about their learning and opportunities that are provided for faster or slower learners.
3. Model of Learning Method a. Content-Based Instruction
Content-based instruction CBI refers to an approach to second language teaching in which teaching is organized around the content or information that students
will acquire, rather than around a linguistic or other type of syllabus. It most frequently refers to the substance or subject matter that we learn or communicate through language
rather than the language used to convey it. Richards 2001: 204. The special contribution of content-base instruction is that it integrates the learning of language with
the learning of some other content, often academic subject matter Larsen and Freeman,
2000: 137. While Brown 2001: 49 explains CBI is the integration of content learning with language teaching aims. More specifically, it refers to the concurrent study of
language and subject matter with the form and sequences of language presentation dictated by content material. Such an approach contrast sharply with many practices in
which language skills are taught virtually in isolation from substantive content. When language becomes the medium to convey informational content of interest and
relevance to the learner, then learners are pointed toward matters of intrinsic concern. Language takes on the appropriate role s a vehicle for accomplishing a set of content
goals.
2. Task-Based Instruction
Task-based instruction refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Richards, 2001: 223. As
with content-based instruction, a task-based instruction aims to provide learners with a natural context for language use. As learners work to complete a task, they have
abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own
meaning. By so doing, they have to check to see if they have comprehended correctly and at times, they have to seek clarification.
The principles of this instruction given by Richards 2001: 223 are: a.
Activities that involve real communication are essential for language learning. b.
Activities in which language is used for carrying out meaningful tasks promote learning.
c. Language that is meaningful to the learner supports the learning process.
The key assumptions of task-based instruction are as follows: a.
The focus is on process rather than products. b.
Basic elements are purposeful activities and tasks that emphasize communication and meaning.
c. Learners learn language by interacting communicatively and purposefully while
engages in the activities and tasks. d.
Activities and tasks can be either: those that learners might need to achieve in real life; those that have a pedagogical purpose specific to the classroom.
e. Activities and tasks of a task-based syllabus are sequenced according to difficulty.
f. The difficulty of a task depends on a range of factors including the previous
experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.
3. Participatory Approach
