GROUP 1Lailatul M Muhammad Khoirul Wafa M. Chikal Mahadmaja (CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING)

Group 1

Name:  Lailatul M

 Muhammad Khoirul Wafa

 M. Chikal Mahadmaja

Class: lV A

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING

            As the field of second language pedagogy has developed and matured over the past few decades, we have experienced a number of reactions and counter-reactions in methods and approaches to language teaching.

Communicative Language Teaching

            One glance at current journals in second language teaching reveals quite an-array of material on CLT.  Numerous textbooks for teachers and teacher trainers expound on the nature of communicative approaches and offer techniques for varying ages and purposes.

            CLT is best understood as an approach, rather than a method (Richards & Rodgers, 2001). Based theoretical position about the nature of language and of language learning and teaching, it is nevertheless difficult to synthesize all of the various definitions that have been offered.

There are four interconnected characteristics as a definition of CLT.

1.      Classroom goals are focused on all of the component 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, student 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. As the profession has continued to emphasize classroom interaction, learned centered teaching, authenticity, and viewing the learner’s own experiences as important contributors to learning, task-based instruction draws the attention teachers and learners to task in the classroom.

            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, a learners need to have sufficient organizational competence, illocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmaticts, and even nonverbal communicative ability.