group 7

anis rovita 2130730001

samrotul ma'sumi 2130730022

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

            CLT is the best understood as an approach, rather than a method (Richard & Rodgers, 2001). It is therefore a unified but broadly based theoritical position about the nature of language and of language learning and teaching. 

1. Classroom goal are focus on all of the components of CC and not restricted to grammatical or linguistic competence.
2. Language technique are designed to engage learners in pragmatic, authentic, functional use of language for meaningful purpose.
3. Fluency and accuracy are seen as complementary principle underlying communicative technique.
4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

These four characteristics underscore some major departures from earlier approache. In some ways those departures were a gradual product of outgrowing the numberous methods (Community Language Learning, the Natural Approach, etc., discussed in earlier chapters) that characterized a long stretch of history. In other ways those departures were radical. Structurally (grammatically) sequenced curricula were a mainstay of language teaching for centuries. CLT suggests that grammatical structure might better be subsumed under various functional categories.

The fourth characteristic of CLT often makes it difficult for a nonnative speaking teacher who is not very proficientin the second language to teach effectively technology (video, television, audiotapes, the internet, computer, software) can come to the aid of such teachers. Moreover, in the last 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 (Ellis, 2005; Nunan, 2004; Skehan, 2003; Bygate, & Swain, 2001; Willis, 1996). As the profession has continued to emphasie classroom interaction, learner-centered teaching, authenticity, and viewing the learner’s own experiences as important contributors to learning, task-based intruction draws the attention of teachers and learners to tasks in the classroom.

            David Nunan (2004), among others (Skehan, 2003; Willis, 1996), is careful to distinguish between target tasks (uses of language in the world beyond the classroom) and pedagogical tasks (those that occur in the classroom). Tasks are a subset of all the techniques and activities that one might design for the classroom, and themselves might involve several techniques. All of these are “communicative” and part of the nature of CLT, but the task itself is designed to equip learners with the communicative language needed to give someone directions.

            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. 

 

Cooperative Learning

 

Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others learning. (Johnson, Johnson, & Holubec 1998 p.1:5). Cooperative learning is a form of active learning where students work together to perform specific tasks in a small group.

The Johnson and Johnson Model (1999) includes five criteria that define true cooperative learning groups:

. Positive interdependence: members understand that they must learn together to accomplish the goal; they need each other for support, explanations, and guidance.

• Individual accountability: the performance of each group member is assessed against a standard, and members are held responsible for their contribution to achieving goals.

• Promotive interaction: students interact face-to-face and close together, not across the room.

• Group processing: groups reflect on their collaborative efforts and decide on ways to improve effectiveness.

• Development of small- group interpersonal skills: these skills, such as giving constructive feedback, reaching consensus, and involving every member, are necessary for effective group functioning. They must be taught and practiced before the groups tackle a learning task.