current trends baru

7/30/2019 Current Trends Baru

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CURRENT TRENDS

IN COMMUNICATIVE LANGUAGE TEACHING

RENA LYSTYA NINGRUM

DINA NOVITA WIJAYANTI

KHARISMA CLEVERIANHESNY NENO


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In 1990s, communicative approach has

been widely implemented

It describes a set of very general

principles grounded in the notion of

communicative competence


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Communicative

syllabus and

methodology

The way of

achieving the goal

Communicative

competence

The goal of second

and foreign language

teaching


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Communicative

language teaching

To evolve our

understanding of

the processes ofsecond language

learning


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CURRENT COMMUNICATIVE

LANGUAGE TEACHING

THEORY

PRACTICE

A number of different

educational paradigms

and traditions

There is no single or a set ofpractices that characterize

current communicative

language teachingX


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THE APPLICATION OF CLT

A SET OF GENERALLY

AGREED UPONPRINCIPLES CAN BE

APPLIED IN DIFFERENT

WAYS

Depending onteaching

context

The age of the

learners

The learners

level

The students goals


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TEN CORE ASSUMPTIONS OF CURRENT CLT

Second language learning is facilitated when learners areengaged in interaction and meaningful communication

Effective classroom learning tasks and exercises provide opportunities

for students to negotiate meaning, expand their language resources,

notice how language is used, and take part in meaningful

intrapersonal exchange

Meaningful communication results from students processing

content that is relevant, purposeful, interesting and engaging

Communication is a holistic process that often calls upon the

use of several language skills or modalities

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Language learning is facilitated both by activities that

involve inductive or discovery learning of underlying rules

of language use and organization, as well as by those

involving language analysis and reflection5


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Language learning is gradual process that involves

creative use of language and trial and error

Learners develop their own routes to language

learning, progress different rates and have different

needs and motivations for language learning

Successful language learning involves the use of

effective learning and communication strategies

The role of teacher in language classroom as facilitator

The classroom is a community where learners

learn through collaboration and sharing

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THE CHARACTERISTICS OF CLASSROOM ACTIVITIES

They seek to develop students communicative competencethrough linking grammatical development to the ability to

communicate

They create the need for communication, interaction and

negotiation of meaning through the use of activities such asproblem solving, information sharing and role play

They provide opportunities for both inductive as well asdeductive learning of grammar

They make use of content that connects to studentslives and interest


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CONTINUED

They allow students to personalize learning by applying what

they have learned to their own lives

Classroom materials typically make use of authentic texts to

create interest and to provide valid models of language


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KEY COMPONENTS IN CLT

Focusing on learner-

centered than

teacher-centered

Focusing on process-

oriented than

products-oriented

Focusing on social

learning than

individuals

Focusing on the study

of individual

differences

Focusing on internal

than outside the

classroom in research

and theory building

Emphasizing on

holistic learning by

connecting the school

with the world


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Helping students

to understand the

purpose of

learning and

develop it Focusing on awhole-to-part

than a part-to-

whole approach

Emphasizing on

the meaning

than drills Focusing on life-

long learning

process


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Eight Major Changes in CLT

Learner

authonomy

Learners choose their own learning

both content and process

The social nature

of learning

Learning is a social activity which

depends on interaction with others

Curricular

integrationEnglish is not stand alone but linked to

others subjects in the curriculum

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3


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Focus on meaning

Learning activities are about

exploration of meaning

through content-based

teaching

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Diversity

Learners learn in different

ways and have different

stengths to develop their

learning strategies

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Thinking skill

Learners develop critical and

creative thinking to apply in

real life situation

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Alternative

assessment

Teachers as co-

learners

Using multiple forms of assessment

such as observation, interviews,

journals and port folios to

measure leraners comprehension

the facilitator to try outdifferent alternatives

constantly

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THANK YOU

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