communicative language teaching

7/18/2019 Communicative Language Teaching

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ommunicative

Language Teaching

Michael aprilian {13620007}

Dian eckha {1362000 }

Azalia indira {13620086}

Benselina romroma {14620076 }



At the level of language theory, CommunicativeLanguage Teaching has a rich, if somewhat eclectic,theory base:

Language is a system for the expression of meaning.

The primary function of language is for interaction andcommunication.

The structure of language reects its functional andcommunicative uses.

The primary unit of language is not merely its

grammatical and structural features, but categories offunctional and communicative meaning as exempliedin discourse. ! "ichards,#.C. and "odgers, T.$, %&'()

T!"#$ "% &A'()A(!



&earner*s roles +Learners now had to participate in classroom activities that werebased on a cooperative rather than individualistic approach tolearning. $tudents had to become comfortable with listening totheir peers in group wor* or pair wor* tas*s, rather than relying

on the teacher for a model. They were expected to ta*e on agreater degree of responsibility for their own learning.

Teacher*s roles + +irst, to facilitate the communication process between all

participants in the classroom, and between these participants

and the various activities and text. $econd, to act as anindependent participant within the learningteaching group.-ther roles assumed for teachers are need analyst, counselor,and group process manager.

Teacher and learner roles



resentation of a brief dialog or several minidialogs -ral practice of each utterance of the dialog segment to be

presented that day

/uestion and answer based on the dialog topic.

/uestion and answer related to the student0s personal

experience $tudy one of the basic communicative expression in dialog.

Learner discovery of generali1ations or rules underlying thefunctional expression

-ral recognition, interpretative activities

-ral production activitiesproceeding from guided to freer

communication activities Copying of the dialog or modules if they are not in the class text

$ampling of the written homewor* assignment

2valuation of learning.

,roced-re



The interaction between students andteachers.

To impart the basic *nowledge and ability to

s*illfully combine the development 3reatly enhanced the student0s interest.

The s.ren/.h o omm-nica.ie&an/-a/e Teachin/



the communicative language teaching !CLT) approach doesenable learners to interact

4t may also be a di5cult method to use in very large classes,where it may be easier to monitor and guide students byadopting a more didactic approach

$tudents with low levels of prociency in the targetlanguage may nd it di5cult to participate in oralcommunicative activities

4t is also worth considering that CLT may not be appropriatein 2+L classrooms where 2nglish is rarely heard or used

outside of the classroom $ome people believe that with CLT there is a danger of

focusing too much on oral s*ills at the expense of readingand writing s*ills

The eaknesses o omm-nica.ie&an/-a/e Teachin/



Communicative Language Teaching is best consideredan approach rather than a method. Thus although areasonable degree of theoretical consistency can bediscerned at the levels of language and learningtheory, at the levels of design and procedure there ismuch greater room for individual interpretation andvariation than most methods permit. 4t could be thatone version among the various proposals for syllabusmodels, exercise types, and classroom activities may

gain wider approval in the future, givingCommunicative Language Teaching a status similar toother teaching methods. -n the other hand, divergentinterpretations might lead to homogeneous subgroups.

onclusion

communicative language teaching

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