Communicative Language Teaching
Kurnia Ika Suryaningtyas 153221115
Yusuf Kurniawan S 153221120
Ayu Lestari 153221132
ENGLISH DEPARTMENT
TARBIYAH FACULTY
ISLAMIC INSTITUTE OF SURAKARTA
SURAKARTA
2017
PREFACE
Praise and thank to Allah SWT because the mercy and guidance so a paper about The Communicative Language Teaching can be completed on time. And dont forget to send shalawat and salam to our propet Muhammad SAW. And thank you very much to the lecturer Mr Muntaha, M.Pd who has given knowledge and understanding to us so we able made this paper. We also say thank you to our friends who have provided support and encouragement in writing this paper. We know that this paper is still far from perfection. Therefore, the writer is very hope suggestion, critic and advice from reader as guidelines for making paper in the next time. Writer hopes this paper can be useful and can give knowledge to the readers about The Communicative Language Teaching. Aamiin.
Surakarta, October 30th 2017
The Writers
INTRODUCTION
The communicative approach was developed by Robert Langs MD, in the early 1976s it is a new theory or paradigm of emotional life and psychoanalysis that is centered on human adaptations to emotionally-charged events-with full appreciation that such adaptations take place both within awareness and out side of awareness. the approach gives full credence to the unconscious side of emotional life and has rendered it highly sensible and incontrovertible by discovering a new, validated, and deeply meaningful way of decoding unconscious messages.
The main purpose of foreign language teaching is to communicate with language. Meanwhile, communicative approach is the effective way to achieve this goal. Through out more that twenty years, this method has been confirmed and spread widely. Communicate approach is the innovation of the foreign language teaching not only does it improve students communicative competence effectively, but also carries out the quality education in languages. The communicative approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence the principle applied here is that grammatical competence and lexical know ledge are not enough to enable students to operate efficiently in target language.
In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post secondary levels. known under a variety of names, including national-functional, teaching for proficiency based instruction and communicative language teaching.
DISCUSSION
The History of Communicative Language Teaching
Communicative language teaching has been the center of language teaching discussions since the late 1960s. Over the years it had become clear to its proponents that mastering grammatical forms and structures did not prepare the learners well enough to use the language they are learning effectively when communicating with others. As a result, situational language teaching and its theoretical conjectures were questioned by British linguists. Some of the linguists had the task of providing the Council of Europe with a standardized program for foreign language teaching. D. A . Wilkins was one of them, and his work has had the greatest impact on current materials for language teaching (Savignon & Berns, 1984). He analyzed the existing syllabus types (grammatical and situational) and the communicative meanings that a language learner needs to understand.
In place of the existing syllabus Wilkins proposed a notional syllabus. This syllabus was not organized in terms of grammatical structures but rather specified what meanings the learners needed in order to communicate. But the communication required that students perfom certain function as well, such as promising, inviting, and declining invitations which a social context (Wilkins, 1976). In short, being able to communicate required communicative competence (Hymes, 1976). What began as a development only in Britain has expanded since the mid 1970s. Now it is seen as an approach that pursues two main goals.
The first one is to make communicative competence the goal of language teaching and the second one, to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication (Richards & Rodgers, 2001). Another important name associated with communicative language teaching is A. P. R. Howatt. He differentiates between a strong and a weak version of communicative language teaching.
Howatt states that a strong version is the development of a language through communication (1984) doesnt mean reactivating existing knowledge of the language but rather prompting the development of the language system itself. However, the weak version focuses on providing the learner with sufficient opportunities to speak the language and to put that in the center of language teaching (Howatt, 1984).
From the above description, we may conclude that communicative approach which sees the necessity of language drills, controlled practice, and grammatical teaching belongs to the week version which believes that onlyby mastering the linguistic structures and vocabulary learners can survive in real communication. On the other hand, psychological or pedagogical approach can be said to fit into the strong version of CLT which sees the importance of getting the students involved in the real communication for the language acquisition process.
The Principle of Communicative Language Teaching
The goals of teachers who use communicative language teaching(CLT)
The goal is to enable students to communicate in target language. The students need knowledge of linguistic forms, meaninngs, and functions.
The role of the teacher and the students
The teachers facilities communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication.
The characteristic of the teaching / learning process
Students use the language a great deal through communicative activities such as games, role plays, and problem solving tasks, activities that are truly communicative according to Morrow (in johnson and marrow 1981), in communication the speaker has a choice of what she will say and how she will say it, true communication is purposeful, finally that activities in CLT are often carried by students in small group.
The nature of student teacher and student-student interaction.
The teacher is the fasilitator of the activities, but he does not always him self interact with the student. Student interact a great deal with one another. They do this in various configurations : pairs, triads, small group and whole group.
The feeling of the students dealt
Students will be more motivated to study a foreign language sincethey will feel they are learning to do something useful with the language.
Language view and culture viewed
Language is for communication. Linguistic competence the knowledge of forms and their menaings, is just one part of communicative competence.
Culture viewed is the everyday life style of people who use the language.
Areas of language are emphasized and language skill are emphasized
Langauge functions might be emphasized over forms. Typically although not always a functional syllabus is used.
Students work with language at the suprasentiental or discourse level. They learn about cohesion coherence.
Students work on all four skills from the begining. Just as oral communication is seen to take place through an interaction between the reader and the writter. The writer is not present to receive immediate feedback from the reader, of course, but the reader tries to understand the writer intentions and the writer writes with the readers prespective ibn mind.
The role of students native language
Judicious use of the students native language is pemitted in CLT.
Evaluation
A teacher evaluates not only the students accuracy, but also their fluency. The student who has the most control of the stuctures and vocabulary is not always the best communicator.
The teacher respond to the student errors
Errors of form are tolerated during fluency-based activities and are seen as a natural out come of the development of communication skills.
The Techniques of Communicative Language Teaching
Authentic Materials
Authentic materials are used to overcome the typical problem that students can not transfer what they learn in classroom to the outside world and to expose students to natural language in a variety of situations. The teachers may use a copy an article taken from a news paper or magazine. They can also assign the students to listen to live radio or television broadcast. These are appicable to the classes of high intermediate level or advanced levels. For students with lower proficiency, it may be possible to use simpler authentic materials such as restaurant menu, timetables, brochures, advertisements, and leaftets. Such reality does not contain a lot of language, but a lot of discussion could be generated.
Scrambled Sentences
In this activity, the students are given a passage (a text) in which the sentences are in a scrambled order. This may be a passage they have worked with or one they have not seen before. This type of exercise teaches students about the cohesion and coherence properties of language. They learn how sentences are bound together at the upra-sentential level through formal linguistic devices such as anaphoric, which unify a text and make it coherent. In addition to written passage, students might also be asked to unscreamble the lines of a mixed up dialog or asked to put the pictures of picture strip story in order and write lines to accompany the pictures.
Language Games
Games are used in CLT and the students find them enjoyable. It properly designed, they give students vuluable communicative practice. Games that are truely communicative, according to Morrow (1981), content the three picture of communication : information gap, choice and feedback. These three features are manifested in the game bling the following way.
Picture Strip Story
This gives students practice in negotiating meaning. In this activiy, one student in a small group is given in a strip story. he shows the first picture of the story to the other members of the group and asks them to predict what the second picture will look like. The activity just described is an example of using a problem-solving task as a communicative technique. Problem-solving tasks work well in CLT because they usually include three features of communication.
Role Play
Role play are very important in CLT because they give students an oppurtunity to practice communicating in dfferent social contexts and in different social roles. Role play can be set up so that they are structured for example, the teacher tells the students who they are and what they should say. They can also be set up in a less structured way for example, the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say.the later is more compatible with the CLT because it gives the students more choices. Structured role-plays also provide information gaps since students cannot be sure what the other person or people will say.
The Features of Communicative Language Teaching
According to the Morrow (1981) there are three features o communicative language teaching :
Information Gap : One person knows something, the other one does not.
Choice: The speaker has a choice of what say and how to say it.
Feedback: The purpose is achieved based upon the information that is received from the listener.
The Advantages and Disadvantages of Communicative Language Teaching
ADVANTAGES
Language is acquired through communication
CLT allows learners to use the target language in meaningful context
CLT can be adapted to any level
CLT provides vitality and motivation within the classroom.
CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.
In a world where communication of information and information technology have broken new considerable ground, CLT can play an important role in education.
DISADVANTAGES
Student may not see the value in learning English through group work, games, and activities.
CLT does not focus on error correction.
Students dont feel challenged
CLT focuses on fluently not accuracy. Thus student may produce incoherent and grammatically incorrect sentence.
The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials.
CONCLUSION
Communicative Language Teaching is an approach which provides opportunity to the learners to communicate in the target language. The use of functional aspect of language makes them able to communicate in the target language in their day to day life.
REFERENCES
Hymes, Dell.1971.Competence and Performance in Linguistic Theory in
R.Huxley and E.Ingram (eds.).Language Acquisition: Models and
Methods.London: Academic Press.
Jack C. Richards and Theodore S. Rodgers (2001) : Approaches and
Methods in Language Teaching.
Johnson, Keith and Keith Morrow eds.).1981. Communication in
the Classroom.Essex:Longman.
Savingnon, S.J., 1983. Communicative Competence: Theory and
Classroom Practice Reading. Mass.: Addison-Wesley Publishing
Company.
Savignon, Sandra.1997.Communicaative Competencce: Theory and
Classroom Practice.(2nd edn.).New York:McGraw - Hill.
Wilkins, David A.1976.Natonal Syllabuses.Ofxord:Oxford University
Press.
Yusuf Kurniawan S 153221120
Ayu Lestari 153221132
ENGLISH DEPARTMENT
TARBIYAH FACULTY
ISLAMIC INSTITUTE OF SURAKARTA
SURAKARTA
2017
PREFACE
Praise and thank to Allah SWT because the mercy and guidance so a paper about The Communicative Language Teaching can be completed on time. And dont forget to send shalawat and salam to our propet Muhammad SAW. And thank you very much to the lecturer Mr Muntaha, M.Pd who has given knowledge and understanding to us so we able made this paper. We also say thank you to our friends who have provided support and encouragement in writing this paper. We know that this paper is still far from perfection. Therefore, the writer is very hope suggestion, critic and advice from reader as guidelines for making paper in the next time. Writer hopes this paper can be useful and can give knowledge to the readers about The Communicative Language Teaching. Aamiin.
Surakarta, October 30th 2017
The Writers
INTRODUCTION
The communicative approach was developed by Robert Langs MD, in the early 1976s it is a new theory or paradigm of emotional life and psychoanalysis that is centered on human adaptations to emotionally-charged events-with full appreciation that such adaptations take place both within awareness and out side of awareness. the approach gives full credence to the unconscious side of emotional life and has rendered it highly sensible and incontrovertible by discovering a new, validated, and deeply meaningful way of decoding unconscious messages.
The main purpose of foreign language teaching is to communicate with language. Meanwhile, communicative approach is the effective way to achieve this goal. Through out more that twenty years, this method has been confirmed and spread widely. Communicate approach is the innovation of the foreign language teaching not only does it improve students communicative competence effectively, but also carries out the quality education in languages. The communicative approach emphasizes that the ability to use language appropriately is another essential aspect of communicative competence the principle applied here is that grammatical competence and lexical know ledge are not enough to enable students to operate efficiently in target language.
In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post secondary levels. known under a variety of names, including national-functional, teaching for proficiency based instruction and communicative language teaching.
DISCUSSION
The History of Communicative Language Teaching
Communicative language teaching has been the center of language teaching discussions since the late 1960s. Over the years it had become clear to its proponents that mastering grammatical forms and structures did not prepare the learners well enough to use the language they are learning effectively when communicating with others. As a result, situational language teaching and its theoretical conjectures were questioned by British linguists. Some of the linguists had the task of providing the Council of Europe with a standardized program for foreign language teaching. D. A . Wilkins was one of them, and his work has had the greatest impact on current materials for language teaching (Savignon & Berns, 1984). He analyzed the existing syllabus types (grammatical and situational) and the communicative meanings that a language learner needs to understand.
In place of the existing syllabus Wilkins proposed a notional syllabus. This syllabus was not organized in terms of grammatical structures but rather specified what meanings the learners needed in order to communicate. But the communication required that students perfom certain function as well, such as promising, inviting, and declining invitations which a social context (Wilkins, 1976). In short, being able to communicate required communicative competence (Hymes, 1976). What began as a development only in Britain has expanded since the mid 1970s. Now it is seen as an approach that pursues two main goals.
The first one is to make communicative competence the goal of language teaching and the second one, to develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication (Richards & Rodgers, 2001). Another important name associated with communicative language teaching is A. P. R. Howatt. He differentiates between a strong and a weak version of communicative language teaching.
Howatt states that a strong version is the development of a language through communication (1984) doesnt mean reactivating existing knowledge of the language but rather prompting the development of the language system itself. However, the weak version focuses on providing the learner with sufficient opportunities to speak the language and to put that in the center of language teaching (Howatt, 1984).
From the above description, we may conclude that communicative approach which sees the necessity of language drills, controlled practice, and grammatical teaching belongs to the week version which believes that onlyby mastering the linguistic structures and vocabulary learners can survive in real communication. On the other hand, psychological or pedagogical approach can be said to fit into the strong version of CLT which sees the importance of getting the students involved in the real communication for the language acquisition process.
The Principle of Communicative Language Teaching
The goals of teachers who use communicative language teaching(CLT)
The goal is to enable students to communicate in target language. The students need knowledge of linguistic forms, meaninngs, and functions.
The role of the teacher and the students
The teachers facilities communication in the classroom. In this role, one of his major responsibilities is to establish situations likely to promote communication.
The characteristic of the teaching / learning process
Students use the language a great deal through communicative activities such as games, role plays, and problem solving tasks, activities that are truly communicative according to Morrow (in johnson and marrow 1981), in communication the speaker has a choice of what she will say and how she will say it, true communication is purposeful, finally that activities in CLT are often carried by students in small group.
The nature of student teacher and student-student interaction.
The teacher is the fasilitator of the activities, but he does not always him self interact with the student. Student interact a great deal with one another. They do this in various configurations : pairs, triads, small group and whole group.
The feeling of the students dealt
Students will be more motivated to study a foreign language sincethey will feel they are learning to do something useful with the language.
Language view and culture viewed
Language is for communication. Linguistic competence the knowledge of forms and their menaings, is just one part of communicative competence.
Culture viewed is the everyday life style of people who use the language.
Areas of language are emphasized and language skill are emphasized
Langauge functions might be emphasized over forms. Typically although not always a functional syllabus is used.
Students work with language at the suprasentiental or discourse level. They learn about cohesion coherence.
Students work on all four skills from the begining. Just as oral communication is seen to take place through an interaction between the reader and the writter. The writer is not present to receive immediate feedback from the reader, of course, but the reader tries to understand the writer intentions and the writer writes with the readers prespective ibn mind.
The role of students native language
Judicious use of the students native language is pemitted in CLT.
Evaluation
A teacher evaluates not only the students accuracy, but also their fluency. The student who has the most control of the stuctures and vocabulary is not always the best communicator.
The teacher respond to the student errors
Errors of form are tolerated during fluency-based activities and are seen as a natural out come of the development of communication skills.
The Techniques of Communicative Language Teaching
Authentic Materials
Authentic materials are used to overcome the typical problem that students can not transfer what they learn in classroom to the outside world and to expose students to natural language in a variety of situations. The teachers may use a copy an article taken from a news paper or magazine. They can also assign the students to listen to live radio or television broadcast. These are appicable to the classes of high intermediate level or advanced levels. For students with lower proficiency, it may be possible to use simpler authentic materials such as restaurant menu, timetables, brochures, advertisements, and leaftets. Such reality does not contain a lot of language, but a lot of discussion could be generated.
Scrambled Sentences
In this activity, the students are given a passage (a text) in which the sentences are in a scrambled order. This may be a passage they have worked with or one they have not seen before. This type of exercise teaches students about the cohesion and coherence properties of language. They learn how sentences are bound together at the upra-sentential level through formal linguistic devices such as anaphoric, which unify a text and make it coherent. In addition to written passage, students might also be asked to unscreamble the lines of a mixed up dialog or asked to put the pictures of picture strip story in order and write lines to accompany the pictures.
Language Games
Games are used in CLT and the students find them enjoyable. It properly designed, they give students vuluable communicative practice. Games that are truely communicative, according to Morrow (1981), content the three picture of communication : information gap, choice and feedback. These three features are manifested in the game bling the following way.
Picture Strip Story
This gives students practice in negotiating meaning. In this activiy, one student in a small group is given in a strip story. he shows the first picture of the story to the other members of the group and asks them to predict what the second picture will look like. The activity just described is an example of using a problem-solving task as a communicative technique. Problem-solving tasks work well in CLT because they usually include three features of communication.
Role Play
Role play are very important in CLT because they give students an oppurtunity to practice communicating in dfferent social contexts and in different social roles. Role play can be set up so that they are structured for example, the teacher tells the students who they are and what they should say. They can also be set up in a less structured way for example, the teacher tells the students who they are, what the situation is, and what they are talking about, but the students determine what they will say.the later is more compatible with the CLT because it gives the students more choices. Structured role-plays also provide information gaps since students cannot be sure what the other person or people will say.
The Features of Communicative Language Teaching
According to the Morrow (1981) there are three features o communicative language teaching :
Information Gap : One person knows something, the other one does not.
Choice: The speaker has a choice of what say and how to say it.
Feedback: The purpose is achieved based upon the information that is received from the listener.
The Advantages and Disadvantages of Communicative Language Teaching
ADVANTAGES
Language is acquired through communication
CLT allows learners to use the target language in meaningful context
CLT can be adapted to any level
CLT provides vitality and motivation within the classroom.
CLT is a learner centered approach. It capitalizes on the interests and needs of the learner.
In a world where communication of information and information technology have broken new considerable ground, CLT can play an important role in education.
DISADVANTAGES
Student may not see the value in learning English through group work, games, and activities.
CLT does not focus on error correction.
Students dont feel challenged
CLT focuses on fluently not accuracy. Thus student may produce incoherent and grammatically incorrect sentence.
The requirements are difficult. Not all classrooms can allow for group work activities and for teaching aids and materials.
CONCLUSION
Communicative Language Teaching is an approach which provides opportunity to the learners to communicate in the target language. The use of functional aspect of language makes them able to communicate in the target language in their day to day life.
REFERENCES
Hymes, Dell.1971.Competence and Performance in Linguistic Theory in
R.Huxley and E.Ingram (eds.).Language Acquisition: Models and
Methods.London: Academic Press.
Jack C. Richards and Theodore S. Rodgers (2001) : Approaches and
Methods in Language Teaching.
Johnson, Keith and Keith Morrow eds.).1981. Communication in
the Classroom.Essex:Longman.
Savingnon, S.J., 1983. Communicative Competence: Theory and
Classroom Practice Reading. Mass.: Addison-Wesley Publishing
Company.
Savignon, Sandra.1997.Communicaative Competencce: Theory and
Classroom Practice.(2nd edn.).New York:McGraw - Hill.
Wilkins, David A.1976.Natonal Syllabuses.Ofxord:Oxford University
Press.
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