group 3

Name : Mery Intinia Defi           (2130730023)

             Achmad Hudan Grisha (2130730025)

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 reeactions in methods and approacehes 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.  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. 

Task-Based Instruction

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.

According to David Nunan there are two kinds of tasks:
1. Target tasks : uses of language in the world beyond in the classroom.
2. Pedagogical tasks :uses of language in the classroom