Teaching or Learning Activities and Resources

23 do their academic tasks in the TL and, at the same time, acquire the L2TL in a very natural way” p. 115. It means the focus of the model is on what has to be taught content in order to develop communicative competences. The content itself can refer to the information or subject matter. There are three types of CBI models, theme-based, sheltered, and adjunct language instruction. Brinton, Snow, and Wesche explain that: Theme-based courses are organized around topics, themes or modules and the language operates as the subject matter. Sheltered content instruction includes a subject matter course taught to a segregated or separated class of TL learners taught by a content area specialist. The adjunct language instruction provides two linked courses —a language course to consolidate the linguistic points and the content course where the students focus on the subject matter as cited in Madrid, 2001, p. 126. The second model is task-based instructions TBI. The focus of the model is on how things have to be done activities in order to develop communicative competences. Nunan 2004 states that it can be done by arranging some activities tasks into “one continuum framework” to show the relation between linguistic forms, communicative functions, and semantic meanings. It is possible because, language items are not “isolated entities” that should be learned one at a time in step-by-step process para. 114. Further discussion about task-based instructions is presented in the task-based language teaching TBLT section. Here are some underlying principles of teaching grammar, vocabulary, and four language skills to consider in applying integrated approach.

a. Teaching Grammar and Vocabulary

Grammar and vocabulary are important elements. Diane Larsen-Freeman defines teaching grammar as a process of “enabling language students to use linguistic forms accurately, meaningfully, and appropriately” as cited in Celce- 24 Murcia, 2001, p. 256. According to Larsen-Freeman, it involves three dimensions. First, structure or form is dealing with how the language is formed. Second, semantics or meaning is dealing with what the language means. Third, pragmatics or use is dealing with when or why the language is used as cited in Celce-Murcia, 2001, para. 252-253. Jeanette S. Decarrico states that “lexical competence is a central part of communicative competence, and teaching vocabulary is a central part of teaching language” as cited in Celce-Murcia, 2001, p. 297. It involves some activities that develop students‟ three mental process memory, storage, and retrieval processes. The purpose is to promote students‟ deep level process, short-term memory and long-term memory as cited in Celce-Murcia, 2001, para. 286-289. The activities focus on the meaning of a word, its part of speech, its word family, word associations, word combinations, collocations, and idioms.

b. Teaching Four Language Skills

Language skills involve listening, speaking, reading, and writing. First, according to Denes and Pinson, listening is a fundamental skill because it establishes a base for the development of oral language within the “speech chain” as cited in Celce-Murcia, 2001, p. 70. Joan Morley also writes that it can be “a vehicle for teaching elements of grammatical structure and allow vocabulary items to be contextualized within a body of communicative discourse” as cited in Celce-Murcia, 2001, p. 70. It means, teaching listening is very important to develop grammar and vocabulary skills. There are four models of listening activities, listening and repeating, listening and answering comprehension questions, listening tasks for functional purposes, and interactive listening.