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.