CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING

RENA LYSTYA NINGRUM

DINA NOVITA WIJAYANTI

KHARISMA CLEVERIAN

HESNY NENO

In 1990s, communicative approach has been widely implemented

It describes a set of very general principles grounded in the notion of communicative competence

Communicative syllabus and methodology

The way of achieving the goal

Communicative competence

The goal of second and foreign language teaching

Communicative language teaching

To evolve our understanding of the processes of second language learning

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 teachingX

THE APPLICATION OF CLT

A SET OF GENERALLY AGREED UPON PRINCIPLES

CAN BE APPLIED IN DIFFERENT WAYS

Depending on teaching context

The age of the learners

The learners’ level

The students’ goals

TEN CORE ASSUMPTIONS OF CURRENT CLT

Second language learning is facilitated when learners are engaged in interaction and meaningful communication

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

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 reflection5

Language learning is gradual process that involves creative use of language and trial and error

Learners develop their own routes to language learning, progress different rates and have different

needs and motivations for language learning

Successful language learning involves the use of effective learning and communication strategies

The role of teacher in language classroom as facilitator

The classroom is a community where learners learn through collaboration and sharing

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THE CHARACTERISTICS OF CLASSROOM ACTIVITIES

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

KEY COMPONENTS IN CLT

Focusing on learner-centered than teacher-centered

Focusing on process-oriented than products-oriented

Focusing on social learning than individuals

• Focusing on the study of individual differences

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

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

• 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

Eight Major Changes in CLT

Learner authonomy

Learners choose their own learning both content and process

The social nature of learning

Learning is a social activity which depends on interaction

with others

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

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Diversity

Learners learn in different ways and have different stengths to develop their learning strategies

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Thinking skillLearners develop critical and creative thinking to

apply in real life situation

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Alternative assessment

Teachers as co-learners

Using multiple forms of assessment such as observation, interviews, journals and port folios to measure leraners’ comprehension

the facilitator to try out different alternatives constantly

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THANK YOU