Group 12 (Abdul Gani and Zukhruf Umul Pratiwi)

CC IN THE CLASSROOM: CLT AND TASK-BASED 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. It is nevertheless difficult to synthesize all of the various definitions that have been offered.

     For the sake of simplicity and directness, i offer the following four interconnected characteristics as a definition of CLT.

1. Classroom goal: it focuses all of the components of CC without consider the grammatical or linguistic competence.
2. Language techniques: engaging learners in the pragmatic, authentic, functional use of language for meaningful purposes.
3. Fluency and accuracy: it needs for 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

Task-Based Instruction has emerged as a major focal point of language teaching practice worldwide (Ellis, 2005, Nunari, 2004, Skehan, 2003, bygate, skehan swain, 2001: swain, 2001, willis, 1996). Skehan (2003, p.3) defines a task as simply “an activity which require learners to use language, whit emphasis on meaning, to attain an objective.” A task is better understood in skehan’s (1998, p.95) description: a task is an activity in which meaning is primary, there is problem to solve and relationship to real-world activities, with an objective that can be assessed in term of an outcome.

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. In order to accomplish a task, learners need to have sufficient organizational competence, elocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmatic, and even nonverbal communicative ability.