Group 12 (Abdul Gani and Zukhruf Umul Pratiwi)

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING

·        Communicative Language Teaching

      Researchers have defined and redefined the construct of communicative competence (Savignon, 2005). They have explored the myriad functions of language that learners must be able to conventions. In short, wherever you look in the literature today, you will find reference to the communicative nature of language classes. It is nevertheless difficult to synthesize all of the various definitions that have been offered.

     For the sake of simplicity and directness, i offer the following four interconnected characteristics as a definition of CLT.

1. Classroom goal: it focuses all of the components of CC without consider the grammatical or linguistic competence.
2. Language techniques: engaging learners in the pragmatic, authentic, functional use of language for meaningful purposes.
3. Fluency and accuracy: it needs for complementary principles underlying communicative techniques.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

·        Task-Based Instruction

Task-Based Instruction has emerged as a major focal point of language teaching practice worldwide (Ellis, 2005, Nunari, 2004, Skehan, 2003, bygate, skehan swain, 2001: swain, 2001, willis, 1996). Skehan (2003, p.3) defines a task as simply “an activity which require learners to use language, whit emphasis on meaning, to attain an objective.” A task is better understood in skehan’s (1998, p.95) description: a task is an activity in which meaning is primary, there is problem to solve and relationship to real-world activities, with an objective that can be assessed in term of an outcome.

Task-Based Instruction is an approach that urges teachers, in their lesson and curriculum designs, to focus on many of the communicative factors discussed in this chapter. In order to accomplish a task, learners need to have sufficient organizational competence, elocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmatic, and even nonverbal communicative ability.

Group 5 (Ani Sukma Sari-Fathimatuzzahroh) - Communicative Language Teaching

Name    : 1. Ani Sukma Sari (2130730015)

                2. Fathimatuzzahroh (2130730018)

Group    : 05

Communicative Language Teaching

Researchers have defined and redefined the construct of communicative competence. They have examined the nature of styles and nonverbal communication. Numerous textbooks for teachers and teacher trainers expound and the nature of communicative approaches and offer techniques for varying ages and purpose. Communicative language teaching is best understood as an approach, rather than a method.

There are four interconnected characteristics as a definition of communicative language teaching:

1.      Classroom goal are focused on all of the components of CC and not restricted to grammatical or linguistic competence.

2.      Language techniques are designed to engage learner.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques. 

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

The fourth characteristic of CLT often makes it difficult for non-native speaking teacher who is not very proficient in the second language to teach effectively. Technology can come to the aid of such teachers. Moreover; in the task decade or so, we have seen a marked increase in English teachers’ proficiency levels around the world.  

Task-Based Instruction

Among recent manifestations of CLT, task-based instruction has emerged as a major focal point of language teaching practice worldwide. According to David Nunan (2004), among (Skehan, 2003; Will, 1996,) is careful to distinguish between target task (uses of language in the world beyond the classroom) and pedagogical (those that occur in the classroom). Task are a subset of ail the techniques and activities that one might design for the classroom, and themselves might involve several techniques. So, task-based instruction is an approach that urges teachers, in their lesson and curriculum design, to focus on many of the communicative factors. Language teachers and researchers, in dialogue with each other, are in partnership of fashioning and integrated and cohesive understanding of how learners acquire the ability to communicate clearly and actively in a second language.           

Group 2 (Andita Suryani-Jeffry Yudistira) - Communicative Language Teaching

Name Of Group 2:

   1.  Andita Suryani

   2.  Jeffry Yudistira

Communicative Language Teaching

The answer may lie in our recent efforts to engage in communicative language teaching (CLT). CLT is the best undrstood as an approach, rather than method. There are four interconnected characteristics as a definition of communicative language teaching:

1.      Classroom goal are focused on all of the components of CC and not restricted to grammatical or linguistic competence.

2.      Language techniques are designed to engage learner.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques. 

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

The fourth characteristic of CLT often makes it difficult for non-native speaking teacher who is not very proficient in the second language to teach effectively. Technology can come to the aid of such teachers. Moreover; in the task decade or so, we have seen a marked increase in English teachers’ proficiency levels around the world.  

Task-Based Instruction

Among recent manifestations of CLT, task-based instruction has emerged as a major focal point of language teaching practice worldwide. Task are a subset of ail the techniques and activities that one might design for the classroom, and themselves might involve several techniques. So, task-based instruction is an approach that urges teachers, in their lesson and curriculum design, to focus on many of the communicative factors. Language teachers and researchers, in dialogue with each other, are in partnership of fashioning and integrated and cohesive understanding of how learners acquire the ability to communicate clearly and actively in a second language.