GROUP 7

Ahmad Wahyu Ilahi R

Isnaini Farida Khilmi

Aswar Ali Amzah

Suhirman

CC IN THE CLASSROOM: CLT AND TASK-BASED TEACHING
             Second language pedagogy has 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

In communicative language teaching (CLT), researcher have defined and redefined the construct of communicative of competence (Savignon,2005). They have explored the myriad functions 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 styles and nonverbal communication. With this storehouse of knowledge we have valiantly 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 therefore a unified but broadly based theoretical position abot the nature of language and of language learning and teaching. For the sake of simplicity and directness, I offer the following four interconnected characteristics as a definition of CLR

1.      Classroom goals are focused on all 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 purposes. Organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes.

3.      Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4.      In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.

Structurally (grammatically) sequenced curricula were a mainstray of language teaching for centuries. CLT suggests that grammatical structure might better be subsumed under various functional categories CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency (Chambers, 1997). It is important to note, however, that fluency is not encouraged at the expense of clear, unambiguous, direct communication. Finally, much more spontaneity is present in communicative classrooms: students are encouraged to deal with unrehearsed situations under the guidance, but not control, of the teacher.

TASK-BASED INSTRUCTION       

             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, a learner needs to have sufficient organizational competence. Illocutionary competence to convey intended meaning, strategic competence to compensate for unforeseen difficulties, and then all the tools of discourse, pragmatics, and even nonverbal communicative ability.