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Communicative Language Teaching



Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

Background

Societal influences

Communicative language teaching has been prominence in the 1970s and early 1980s as a result of many disparate developments in both Europe and the United States. At that time, there was an increased demand for language learning, particularly in Europe. The advent of the European Common Market led to widespread European migration, and consequently there was a large population of people who needed to learn a foreign language for work or for personal reasons. At the same time, children were increasingly able to learn foreign languages in school. The number of secondary schools offering languages rose worldwide in the 1960s and 1970s as part of a general trend of curriculum-broadening and modernization, and foreign-language study ceased to be confined to the elite academies. In Britain, the introduction of comprehensive schools meant that almost all children had the opportunity to study foreign languages.
This increased demand put pressure on educators to change their teaching methods. Traditional methods such as grammar translation assumed that students were aiming for mastery of the target language, and that students were willing to study for years before expecting to use the language in real life. However, these assumptions were challenged by adult learners who were busy with work, and by schoolchildren who were less academically able. Educators realized that to motivate these students an approach with a more immediate payoff was necessary.
The trend of progressivism in education provided a further pressure for educators to change their methods. Progressivism holds that active learning is more effective than passive learning, and as this idea gained traction in schools there was a general shift towards using techniques where students were more actively involved, such as group work. Foreign-language education was no exception to this trend, and teachers sought to find new methods that could better embody this shift in thinking. 

 

Academic influences

The development of communicative language teaching was also helped by new academic ideas. In Britain, applied linguists began to doubt the efficacy of situational language teaching, the dominant method in that country at the time. This was partly in response to Chomsky’s insights into the nature of language. Chomsky had shown that the structural theories of language prevalent at the time could not explain the creativity and variety evident in real communication. In addition, British applied linguists such as Christopher Candlin and Henry Widdowson began to see that a focus on structure was also not helping language students. They saw a need for students to develop communicative skill and functional competence in addition to mastering language structures.
In the United States, the linguist and anthropologist Dell Hymes developed the concept of communicative competence. This was a reaction to Chomsky’s concept of the linguistic competence of an ideal native speaker. Communicative competence redefined what it meant to “know” a language; in addition to speakers having mastery over the structural elements of language, according to communicative competence they must also be able to use those structural elements appropriately in different social situations. This is neatly summed up by Hymes’s statement, “There are rules of use without which the rules of grammar would be useless.” Hymes did not make a concrete formulation of communicative competence, but subsequent authors have tied the concept to language teaching, notably Michael Canale

Communicative syllabuses

An influential development in the history of communicative language teaching was the work of the Council of Europe in creating new language syllabuses. Education was a high priority for the Council of Europe, and they set out to provide syllabuses that would meet the needs of European immigrants. Among the studies used by the council when designing the course was one by the British linguist, D. A. Wilkins, that defined language using “notions” and “functions”, rather than more traditional categories of grammar and vocabulary. Notional categories include concepts such as time, location, frequency, and quantity, and functional categories include communicative acts such as offers, complaints, denials, and requests. These syllabuses were widely used.
Communicative language-learning materials were also developed in Germany. There was a new emphasis on personal freedom German education at the time, an attitude exemplified in the philosophy of Jürgen Habermas. To fulfill this goal, educators developed materials that allowed learners to choose what they wanted to communicate freely. These materials concentrated on the various different social meanings a given item of grammar could have, and were structured in such a way that learners could choose how to progress through the course themselves. The materials were used in teacher training courses and workshops to encourage teachers to change to using a communicative syllabus. Two similar projects were also undertaken by Candlin at Lancaster University, and by Holec at the University of Nancy.
Meanwhile, at the University of Illinois, there was a study that investigated the effects of the explicit teaching of learning strategies to language learners. The study encouraged learners to take risks while communicating, and to use constructs other than rote memorized patterns. At the study’s conclusion, students who were taught communicatively fared no worse on grammatical tests than students that had been taught with traditional methods, but they performed significantly better in tests of communicative ability. This was the case even for beginners. As a result of this study, supplemental communicative activities were created for the French CRÉDIF course Voix et Visages de la France. These materials focused on classroom autonomy, and learners were taught various phrases they could use to negotiate meaning, such as “What’s the word for …” and “I don’t understand”.

Classroom activities

Classroom activities used in communicative language teaching can include the following:
  • Role play 
  • interviews
  • information gap 
  • games
  • language exchanges 
  • surveys 
  • pair work 
  • learning by teaching
  •  
However, not all courses that utilize the Communicative Language approach will restrict their activities solely to these. Some courses will have the students take occasional grammar quizzes, or prepare at home using non-communicative drills, for instance. William Glasser's "control theory" exemplifies his attempts to empower students and give them voice by focusing on their basic, human needs: Unless students are given power, they may exert what little power they have to thwart learning and achievement through inappropriate behavior and mediocrity. Thus, it is important for teachers to give students voice, especially in the current educational climate, which is dominated by standardization and testing (Simmons and Page, 2010).

Outline

CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of these lists is David Nunan’s (1991) five features of CLT:
1.     An emphasis on learning to communicate through interaction in the target language.
2.     Th communicative competence introduction of authentic texts into the learning situation.
3.     The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
4.     An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5.     An attempt to link classroom language learning with language activities outside the classroom.
These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practise and develop language functions, as well as judicious use of grammar and pronunciation focused activities.
In the mid 1990s the Dogma 95 manifesto influenced language teaching through the Dogme language teaching movement, who proposed that published materials can stifle the communicative approach. As such the aim of the Dogme approach to language teaching is to focus on real conversations about real subjects so that communication is the engine of learning. This communication may lead to explanation, but that this in turn will lead to further communication.



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THE IMPORTANCE OF ENGLISH IN ELEMENTARY SCHOOL




English is International Language.Many people acknowledging that is important thing today.In Indonesian, english was second language yet yesterday because literature from the goverment that English will lose in elementary school is popular.Indonesian will change that curriculum to be “perekat bangsa” curriculum and it makes english remove in elementary school.

Miss Esti as young teacher from SDN Pesantren 2 Kediri said, ”English is necessary in elemantary school as basic to learn more in junior and senior high school.”
She continued, “If English is removed in elementary ,students will be difficult to understand English in high level because they have not basic.In elementary,they can study and recognize simple things like colours,hobbies,name of things,activities and etc.”
She who born on April 1986 also thought that children must learned english as world language because they have already to learn it  since early on (elementary age).
In Her opinion,moreover public school this subject wes very significant to competitive with international school and other school.
She who likes reading novel  also adding “if this country wants to get progress so English must learn.”

The teacher who teach in this second grade,also explain that parents from students disagree if english was lost because this modern period with modern technology for example to operate laptop.
Miss esti confessed that social network also popular in our society and many employees who work in UK, Britain,Singapore,etc also need english to communicate with other people overthere.

“But advantages from this problem is more parents will take their children to the course and it has mean that course will go forward,” she said.
This citizen of Gurah village also said,”may be in play group or kindergarten english is deleted it isn’t problem because they more necessary mother language it is Indonesian than foreign.”

So,she thought that literature has not reason.
“how indonesian people can go international if English is deleted,”she addition.
She hoped that goverment would thought again about it.




Di Ainji Sosialis / 11.1.01.08.0052/ 2D
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example of Curriculum Vitae



selamat malam para cendekiawan, 

sudah pernah membuat daftar riwayat hidup dalam bahasa inggris ? 
mengalami kesulitan ? 
kalau iya anda sudah berada dalam blog yang benar.
pada kesempatan yang berbahagia ini saya akan mencoba memberi referensi membuat Curriculum Vitae.
Semoga bermanfaat, check this out beroooo !!!!

Curriculum Vitae

Personal Details
Full Name                   : Diainji Sosialis
Nick Name                  : Anji
Date Of Birth              : Kediri, May 9,1992
Gender                        : Male
Nationality                  : Indonesia
Marital Status              : Single
Address                       : Bendo Village – Plosoklaten District -  Kediri
Contact                       : 0857-350- 044- 24
E-Mail                         : Diainjisosialis@Gmail.Com

Educational Background
2011  -   Present                      : University of Nusantara PGRI Kediri
Degree/ Concentration            :English Department Teacher Training and Education Faculty
2008  -  2011                           : SMA N 1 Kandat
Degree/ Concentration            : Social Science Program
2005  -  2008                           : SMP N 1 Wates
1999  -  2005                           : SD N 3 Jarak

Professional Activity                        
May 2013                                : Member of Research National Seminar By Adnan Latief at Auditorium Hall of UNP Kediri
  
Working Experience
2008  -  present                                   : Instructor at Luki Music Studio      

Language Proficiency                      
English            : Intermediate
Dutch              : Basic
Mandarin         : Basic
Malay              : Advance

Kediri, July 1, 2014



Diainji Sosialis     
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