Wildatun Nahdiah & Evi Eka Rahmawati (Group 6)

DISCOURSE ANALYSIS

Begin to unravel the sometimes tangled threads of social constructivist views of CC by first looking at discourse analysis-the examination of the relationship between forms and functions of language. Discourse is language beyond the sentence.

In most oral language, our discourse is marked by exchanges with another person or several person in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another.

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING

As the field of second language pedagogy developed and matured over the past few decades, we have experienced a number of reactions and counter-reactions in methods and approaches to language teaching.

Communicative Language Teaching (CLT)

CLT is best understood as an approach, rather than a method (Richards & Rodgers, 2001). It is therefore a unified but broadly based theoretical position about the nature of language and of language learning and teaching. There are four interconnected characteristics as a definition of CLT.

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, functional use of language for meaningful purpose.

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 a nonnative speaking teacher who is not very proficient in the second language to teach effectively.

Task-Based Instruction

Task-based intruction has emerged as a major focal point of language teaching practice worldwide.
A task as simply "an activity which requires learners to use language, with emphasis on meaning, to attain an objective.