Group 13. Khusno Abdul Aziz & Nirwati

NAME: KHUSNO ABDUL AZIZ & NIRWATI

CALAS: II A

GROUP: 13

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, offer the following four interconnected characteristics as a definition of CLT.

1. Classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
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. 

Moreover, in the last  decade or so, we have seen a marked increase in English teachers proficiency levels around the world.

Task-Based Instruction

Task-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. Each chapter takes the reader through the different stages in designing and setting up such programs, adjusting them, and appraising and testing them in normal classroom conditions. This book covers TBI syllabus and program design and is based on actual classroom experience. Any one of the courses or programs discussed can serve as models for others. Many of the contributors are highly respected practitioners who are presenting their programs for the first time, while others are regular participants in today's ongoing dialogue about teaching methods.