CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING
RENA LYSTYA NINGRUM
DINA NOVITA WIJAYANTI
KHARISMA CLEVERIAN
HESNY NENO
In 1990s, communicative approach has been widely implemented
It describes a set of very general principles grounded in the notion of communicative competence
Communicative syllabus and methodology
The way of achieving the goal
Communicative competence
The goal of second and foreign language teaching
Communicative language teaching
To evolve our understanding of the processes of second language learning
CURRENT COMMUNICATIVE LANGUAGE TEACHING
THEORY
PRACTICE
A number of different educational paradigms and traditions
There is no single or a set of practices that characterize current
communicative language teachingX
THE APPLICATION OF CLT
A SET OF GENERALLY AGREED UPON PRINCIPLES
CAN BE APPLIED IN DIFFERENT WAYS
Depending on teaching context
The age of the learners
The learners’ level
The students’ goals
TEN CORE ASSUMPTIONS OF CURRENT CLT
Second language learning is facilitated when learners are engaged 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
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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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
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
• Helping students to understand the purpose of learning and develop it
• Focusing on a whole-to-part than a part-to-whole approach
• Emphasizing on the meaning than drills
• Focusing on life-long learning process
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 integration
English is not stand alone but linked to others subjects in the curriculum
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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 skillLearners 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 out different alternatives constantly
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