GROUP 2

Dyah Nuraini 

Emilia Nur F.

Meti Wisma Rini   

 CC ( Communicative Competence ) 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.

Communication Language Teaching 

            May it lie in our recent effort to engage in Communicative Language Teaching (CLT). Researchers have defined and redefined the construct of communicative competence. They have explored the myriad function of language that learners must be able to accomplish. The have described spoken and written discourse and pragmatic conventions. They have examined the nature of style and nonverbal communication.

            The following four interconnected characteristics as a definition of CLT.

§  Classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence

§  Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposed

§  Fluency and accuracy are seen as complementary principles underlying communicative techniques

§  In the communicative classroom students ultimately have to use the language, productively and receptively, in rehearsed contexts

The forth characteristics of CLT often makes it difficult for a nonnative speaking teacher who is not very proficient in the second language to teach effectively. Technology can come to the aid of such teacher. Moreover, in the last decade or so, we have seen a marked increase in a English teachers’ proficiency levels around the world.

Task-Based Instruction 

            A task is an activity in which meaning is primary, there is a problem to solve and relationship to real-world activities, which an objective than be assessed in terms 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 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.