Nita WahyuniAyu Wandyra
CC In The Classroom: CLT AND TASK-BASED TEACHING
As the filed of second language pedagogy has developed and matured over the past decades, we have experienced a number of reactions and counter reactions in methods and approaches to language 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 instructionTask-based language instruction has proven to be highly effective, but surprisingly underutilized. Theory can only go so far and hands-on experience can greatly speed and enhance the learning of a second language. Nineteen talented instructors who have successfully implemented task-based programs explain the principles behind the programs, discuss how problems were resolved, and share details on class activities and program design.
1. Classroom interaction
2. learner centered teaching
3. Authenticity
4. Viewing learner’s experiences
5. Drawing attention of teachers and learners to tasks in the classroom
CC In The Classroom: CLT AND TASK-BASED TEACHING
As the filed of second language pedagogy has developed and matured over the past decades, we have experienced a number of reactions and counter reactions in methods and approaches to language 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.
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 instructionTask-based language instruction has proven to be highly effective, but surprisingly underutilized. Theory can only go so far and hands-on experience can greatly speed and enhance the learning of a second language. Nineteen talented instructors who have successfully implemented task-based programs explain the principles behind the programs, discuss how problems were resolved, and share details on class activities and program design.
1. Classroom interaction
2. learner centered teaching
3. Authenticity
4. Viewing learner’s experiences
5. Drawing attention of teachers and learners to tasks in the classroom
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