name : Yosie Syahfitra A.
nim : 2201409043
applied linguistics, 103-104
Topic 1: Language Teaching Approaches
There are nine approaches to language teaching
1. Grammar Translation Method
2. Direct method
3. Reading
4. Audiolingualism
5. Oral-situational
6. Cognitive
7. Affective-Humanistic
8. Comprehension-Based
9. Communicative (This method will be discussed more)
Actually, between approach, method, and techniques there are differences.
- An approach to language teaching is something that reflects a certain model or research paradigm – the theory, if you like.
- A method is a set of procedures
- A technique is a classroom device or activity and thus represents the narrowest of the concepts.
Topic 2: Communicative Language Teaching for the Twenty-First Century
CLT is assumed that the goal of language teaching is learner ability to communicate in the target language, that the content of a language course will include semantic notions and social functions, not just linguistic structures/ students regularly work in group or pairs to transfer meaning in situations in which one person has information that the other lack. Students often engage in role play or dramatization to adjust their use of target language to different social contexts.
Background
The origins of contemporary CLT can be traced to concurrent developments in both Europe and North America. In Europe, the language needs of a rapidly increasing group of immigrants and guest workers, as well as a rich British linguistic tradition including social as well as linguistic context in description of language behavior led the Council of Europe to develop a syllabus for learners based on national-functional concepts of language-use.
Other European developments focused on the process of communicative classroom language learning.
The interpretation of CLT
Grammatical Competence
It refers to sentence-level grammatical forms, the ability to recognize the lexical, morphological, syntactic, and phonological feature of a language and to make use of these features to interpret and form words and sentence.
Discourse competence
It concerned not with isolated words or phrases but with the interconnectedness of a series of utterances, written words, and/or phrases to form a text, a meaningful whole.
Socio-cultural Competence
It extends well beyond linguistic forms and is an interdisciplinary field of inquiry having to do with the social rules of language use.
Strategic Competence
It is the coping strategies that we use in unfamiliar contexts, with constraints due to imperfect knowledge of rules or limiting factors in their application such as fatigue or distraction.
The Components in Communicative Curriculum
Language Arts (Language Analysis)
Language arts include those things that language teachers often do best. In fact, it may be all they have been taught to do.
Language for a Purposes (Language Experience)
It is in contrast with language analysis; language experience is the use of English for real and immediate communicative goal.
My Language is Me: Personal English Language Use
It relates to the learner’s emerging identity in English. Learner attitude is without a doubt the single most important factor in learner success.
You Be, I’ll Be; Theater Arts
In this stage we play many roles, roles for which we improvise scripts from the models we observe around us.
Beyond the Classroom
It purposes is to prepare learners to use English in the world beyond. This is the world upon which learners will depend for the maintenance and development of their communicative competence classes are over.
Source: Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language. Third Edition. Singapore: Heinle & Heinle.
THE BACKGROUND TO CLT
Language teaching has seen many changes in ideas about syllabus design and methodology in the last 50 years, and CLT prompted a rethinking of approaches to syllabus design and methodology. We may conveniently group trends in language teaching in the last 50 years into three phases:
1. Phase 1: traditional approaches (up to the late 1960s)
2. Phase 2: classic communicative language teaching (1970s to 1990s)
3. Phase 3: current communicative language teaching (late 199 0s to the present)
Phase 1: traditional approaches (up to the late 1960s)
Traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency. They were based on the belief that grammar could be learned through direct instruction and through a methodology that made much use of repetitive practice and drilling. The approach to the teaching of grammar was a deductive one: students are presented with grammar rules and then given opportunities to practice using them, as opposed to an inductive approach in which students are given examples of sentences containing a grammar rule and asked to work out the rule for themselves.
Phase 2: classic communicative language teaching (1970s to 1990s)
In the 1970s, a reaction to traditional language teaching approaches began and soon spread around the world as older methods such as Audiolingualism and Situational Language Teaching fell out of fashion. The centrality of grammar in language teaching and learning was questioned, since it was argued that language ability involved much more than grammatical competence. While grammatical competence was needed to produce grammatically correct sentences, attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately for different communicative purposes such as making requests, giving advice, making suggestions, describing wishes and needs, and so on.
Phase 3: current communicative language teaching (late 199 0s to the present)
Current communicative language teaching theory and practice thus draws on a number of different educational paradigms and traditions. And since it draws on a number of diverse sources, there is no single or agreed upon set of practices that characterize current communicative language teaching. Rather, communicative language teaching today refers to a set of generally agreed upon principles that can be applied in different ways, depending on the teaching context, the age of the learners, their level, their learning goals, and so on. The following core assumptions or variants of them underlie current practices in communicative language teaching.
Source: Richards, J.C. 2005. CLT. Today. Singapore
