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3rd GroupDedy WahyudiantoMaria VeronicaNurmeida Urwani

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What is Communicative Lang Teaching?

Communicative Language Teaching (CLT) is an

approach to the teaching of second and foreign

languages that emphasizes interaction as both

the means and the ultimate goal of learning a

language. It is also referred to as

communicative approach to the teaching offoreign languages.

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The characteristics of this communicative view of languagefollow :

Language is a system for the expression of meaning.

The primary function of language is for interaction

and communication.The structure of language reflects its functional and

communicative uses.

The primary units of language are not merely its

grammatical and structural features, but categories

of functional and communicative meaning as

exemplified in discourse.

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Classroom Activities inCommunicative Language Teaching

Fluency Tasks

Accuracy Tasks

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Fluency TasksA group of students of mixed language ability carry out

a role play in which they have to adopt specified roles

and personalities provided for them on cue cards.These roles involve the drivers, witnesses, and the

police at a collision between two cars. The language is

entirely improvised by the students, though they are

heavily constrained by the specified situation and

characters.

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Accuracy TasksStudents are practicing dialogs. The dialogs contain

examples of falling intonation in Wh-questions. The

class is organized in groups of three, two students

practicing the dialog, and the third playing the role of

monitor. The monitor checks that the others are using

the correct intonation pattern and corrects them wherenecessary.

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Other Activity Types in CLTTask-completion activities

Information-gathering activitiesOpinion-sharing activities

Information-transfer activities

Reasoning-gap activities

Role plays

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ConclusionCommunicative Language Teaching is best considered an

approach rather than a method. Thus although a reasonable

degree of theoretical consistency can be discerned at the levels

of language and learning theory, at the levels of design and

procedure there is much greater room for individual

interpretation and variation than most methods permit. It could

be that one version among the various proposals for syllabus

models, exercise types, and classroom activities may gain widerapproval in the future, giving Communicative Language Teaching

a status similar to other teaching methods. On the other hand,

divergent interpretations might lead to homogeneous

subgroups.

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