CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING

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CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING

• RENA LYSTYA NINGRUM
• DINA NOVITA WIJAYANTI
• KHARISMA CLEVERIAN
• HESNY NENO

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In 1990s, communicative approach has been widely
implemented
It describes a set of very general principles
grounded in the notion of communicative competence
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Communicative syllabus and methodology
Communicative competence
The way of achieving the goal
The goal of second and foreign language teaching
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Communicative language teaching
To evolve our understanding of the processes of
second language learning
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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
teaching
X
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THE APPLICATION OF CLT
Depending on teaching context
The age of the learners
A SET OF GENERALLY AGREED UPON PRINCIPLES CAN BE
APPLIED IN DIFFERENT WAYS
The learners level
The students goals
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TEN CORE ASSUMPTIONS OF CURRENT CLT
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Second language learning is facilitated when
learners are engaged in interaction and
meaningful communication
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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
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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 reflection
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Language learning is gradual process that
involves creative use of language and trial and
error
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Learners develop their own routes to language
learning, progress different rates and have
different needs and motivations for language
learning
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Successful language learning involves the use of
effective learning and communication strategies
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The role of teacher in language classroom as
facilitator
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The classroom is a community where learners learn
through collaboration and sharing
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THE CHARACTERISTICS OF CLASSROOM ACTIVITIES
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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
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KEY COMPONENTS IN CLT
Focusing on social learning than individuals
Focusing on process-oriented than
products-oriented
Focusing on learner-centered than teacher-centered

• Emphasizing on holistic learning by connecting
  the school with the world

• Focusing on internal than outside the classroom
  in research and theory building

• Focusing on the study of individual differences

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• 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

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Eight Major Changes in CLT
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Learner authonomy
Learners choose their own learning both content
and process
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The social nature of learning
Learning is a social activity which depends on
interaction with others
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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
Learners learn in different ways and have
different stengths to develop their learning
strategies
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Diversity
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Thinking skill
Learners develop critical and creative thinking
to apply in real life situation
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Using multiple forms of assessment such as
observation, interviews, journals and port folios
to measure leraners comprehension
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Alternative assessment
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Teachers as co-learners
the facilitator to try out different alternatives
constantly
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