GROUP 5/ANI SUKMA SARI_FATHIMATUZZAHROH

Name              : 1. Ani Sukma Sari               (2130730015)

                        : 2. Fathimatuzzahroh          (21307300)

Group             : 5

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING

• Communicative Language Teaching

                        Researchers have described spoken and written discourse and pragmatic conventions. Communicative Language Teaching (CLT) is well-known as an approach rather than a method (Richards &Rodgers, 2011). There are four following four interconnected characteristics as a definition of CLT:

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 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.

A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997). Some nonnative speaking teachers can teach effectively through dialogs, drills, rehearsed exercises, and discussions (in the first language) of grammatical rules.

• Task-Based Instruction

                        Skehan (2004, p.3)  defines a task as simply “an activity requires learners to use language, with emphasis on meaning, to attain an objective. There are two kinds of tasks, they are

1.      Target tasks

Uses of language in the world beyond the classroom

2.      Pedagogical tasks

Those that occur in the classroom

            In order to accomplish a task, a learner needs to have sufficient organizational competence, illocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties.