Group 9

Adiati Bagus Sadewa / 2130730005

Fifin Ismi Mahmudah / 2130730028

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-reaction in methods and approaches to language teaching.

COMMUNICATIVE LANGUAGE TEACHING

Researchers have defined and redefined the construct of communicative competence (Savignon 2005). They have explored the the myriad fuctions of language that learners must be able to accomplish. They have described spoken and written discourse and pragmatic conventions. They have examined the nature of style and nonverbal communication. With this storehouse of knowledge we have valianty pursued the goal of learning how best to teach communication. CLT is best understood as an approach, rather than a method (Richard & Rodgers, 2001). It is nevertheless difficult to synthesize all of the various definitions that have been offered.

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, fucntional 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

It has emerged as a major focal point of language teaching practice worldwide. Task are a subset of all the tecniques and activities that one might design for the classroom, and themselves might involve several tecniques. So, for example, a map-oriented problem-solving task might involve teacher initiated schema setting comments, a review of appropriate grammar and/or vocabulary useful for the task, pair of group work to purpose and discuss solutions, and a whole-class reporting procedure. It is an approach that urges teachers, in this curriculum designs, to fucus on many of the communicative factors disscused in this chapter. We have seen in this chapter alone that communicative competence is such an intricate web of phychology, sociocultural, physical and linguistic features that it is easy to become entangled in just one part of that web.