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A. Theoretical Review 1. Communicative Language Teaching A. The Concept of CLT

This document discusses Communicative Language Teaching (CLT) and its key principles. CLT focuses on meaningful communication and interaction as the goals of language learning. It emphasizes using language functions in real-world contexts and providing learners opportunities to practice using the language. The role of the teacher is as a facilitator who creates a supportive environment for learners to practice and use the language. The goal of CLT is for learners to develop communicative competence, which includes knowing how to vary language use for different purposes and situations. Speaking skills are also discussed, noting that speaking involves interactive, spontaneous language use to convey meaning to others considering precise language and discourse organization.

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109 views3 pages

A. Theoretical Review 1. Communicative Language Teaching A. The Concept of CLT

This document discusses Communicative Language Teaching (CLT) and its key principles. CLT focuses on meaningful communication and interaction as the goals of language learning. It emphasizes using language functions in real-world contexts and providing learners opportunities to practice using the language. The role of the teacher is as a facilitator who creates a supportive environment for learners to practice and use the language. The goal of CLT is for learners to develop communicative competence, which includes knowing how to vary language use for different purposes and situations. Speaking skills are also discussed, noting that speaking involves interactive, spontaneous language use to convey meaning to others considering precise language and discourse organization.

Uploaded by

Muhammad Afzal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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A.

Theoretical Review
1. Communicative Language Teaching
a. The Concept of CLT
Communicative Language Teaching is a set of principles about the goals of language teaching,
how learners learn a language, the kinds of classroom activities that best facilitate the learning
and roles of the teachers and learners in the classroom (Richards, 2006:2). Harmer (2001:84)
adds that communicative language teaching is a set of belief which includes not only
reexamination of what aspects of language to teach that stresses the significance of language
functions, but also a shift in emphasis in how to teach that is related to the idea that language
learning will take care of itself and that plentiful exposure to language in use and plentiful
opportunities to use it are vitally important to students ‘development of knowledge and
Skills.
Richards (2006:22) gives ten core assumptions of current communicative language teaching as
follows:
1) second language learning is facilitated when learners are engaged in
interaction and meaningful communication,
2) 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 interpersonal
exchange,
3) meaningful communication results from students processing content
that is relevant, purposeful, interesting and engaging,
4) communication is a holistic process that often calls upon the use of
several language skills or modalities,
5) 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
reflection,
6) language learning is a gradual process that involves creative use of
language, and trial and error. Although errors are a normal product of
learning, the ultimate goal of learning is to be able to use the new
language both accurately and fluently,
7) learners develop their own routes to language learning, progress at
different rates, and have different needs and motivation for language
learning,
8) successful language learning involves the use of effective learning and
communication strategies,
9) the role of the teacher in language classroom is that of a facilitator, who
creates a classroom climate conductive to language learning and
provides opportunities for students to use and practice the language and
to reflect on language learning and
10) the classroom is a community where learners learn through
collaboration and sharing.
Goal
The goal of CLT is to reach communicative competence that refers
to the use of language for meaningful communication (Richards, 2006:3).
Richards (2006:3) also states that communicative competence includes the
following aspects of language knowledge as follows: (1) knowing how to use language for a
range of different purposes and functions; (2) knowing how to vary our use of language
according to the setting and participants; (3) knowing how to produce and understand different
types of texts; and (4) knowing how to maintain communication despite having limitation in
one‘s language knowledge. It means that to reach communicative competence, students need to
know how to use the language according to its purposes and functions in many different
situations. They also need to consider whom they talk to and where the communication happens.
It is also important to know how to keep the communication running well
Harmer (2007:165) defined communicative competence as the ability to use the linguistic system
to accomplish certain functions and to carry out these functions within the social contexts.
Harmer (2001:123) also states that when we communicate, we use language to accomplish some
functions, such as arguing, persuading, and promising. Therefore, when a speaker wants to talk
about something, he needs to consider not only based on his intention of his expressions but also
on whom he talks so he can speak not only correctly but also appropriately

Teaching Speaking Skills


Cameron (2001) mentions that speaking is the active use of language to express meaning so that
other people can make sense of them. To speak in the foreign language in order to share
understandings with other people requires attention to precise details of the language. A speaker
needs to find the most appropriate words and the correct grammar to convey meaning accurately
and precisely, and needs to organize the discourse so that a listener will understand.
In addition, speaking means giving oral expression to thoughts, opinion and feeling in term of
talk or conversation. To be able to do this, language learners should have sufficient knowledge of
the sound, structure, vocabulary and cultural system of English language. The learners also have
to think about the ideas they wish to express.
Harmer (2001: 46) states that speaking happens when two people are communicating to each
other; it is fairly clear that they are doing so for good reasons. Their reasons may be that they
want to say something, they have some communication purposes, and they select from their
language store.

Thornbury (2001) states that speaking is interactive


and require the ability to cooperate in the management of speaking turns. It
also typically takes place in real time, with little time for detailed planning.
Further, he adds the nature of speaking process means that the grammar of
the spoken language differs in the member of significant ways from the grammar of the written
language. Hence, the study of written grammar may
not be the most efficient preparation for speaking.

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