communicative teaching learning

8/6/2019 Communicative Teaching Learning

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IPGM KAMPUS DARULAMAN


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TheThe communicativecommunicative approachapproach isis thethe theorytheory thatthatlanguagelanguage isis communicationcommunication. .

Therefore,Therefore, thethe finalfinal aimaim of of CLTCLT isiscommunicativecommunicative competencecompetence. .


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Class 20 students that lived in Canada for 2 years Activities:

Distributes a handout Playing a game Reads a number of predictions A picture strip story

A role play Elicit relevant vocabulary words Homework assignment listen to the debate on

radio/watch TV


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OBSERVATI ON PRIN CIPLES

1. Distributes a handout Has a copy of a sports column from

the newspaper

Students underline the reporterspredictions and says which onesthey think the reporter feels mostcertain of or least certain of

Gives the students the directions forthe activity in the target language

State the reporters predictions byusing their own words

authentic language - used in a realcontext

to expose students to natural language ina variety of situations

being able to figure out the speakersintention

students able to analyse the predictions.

Language is not just the object of studybut also as the medium of interaction inthe class

To tell the students that one function canhave many different linguistic forms


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2. Unscrambled sentences Unscramble the sentences of the newspaper article

Gives the students the activitywhich need them to arrangethe sentences in order

Compare the answer with theoriginal article on the otherside of the handout

Learn to construct the sentencescorrectly

3. Playing a game

Language game - identify thepicture of the sport equipmentcards

Enable students to communicate toeach other in real life situationSpeaker receives immediatefeedback from the listener


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4 . Predictions game The students are given the year

of predictionsExp:

In 2050, people will be living

on the moon

The students are asked howprobable they think thepredictions are and why theybelieve so

Students make an error theteacher and other students justignore it

Given an opportunity to expresstheir ideas and opinions

Error is a natural outcome of thedevelopment of communicationskills


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5. A picture strip story Give each group a strip story

Work with a partner to predict whatthe next picture in the strip storywill look like

To establish situations likely to improvecommunication

Encourages cooperative relationshipsamong students

An information gap existed since thestudents did not know what the picturecontained

6. Role play Imagine that they are all employees

of the same company Teacher keeps remind the student

that one of them is playing the roleof the boss and the others shouldremember this when speaking tohim

Learn to use language form appropriatelywhich is an important part of thecommunicative competence


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Teacher moves from group to groupoffering advice and answeringquestions

Students suggest alternative formsthey would use to state thepredictions to a colleague

Elicit relevant vocabulary

Teacher - as a facilitator- as an advisor

A speaker has a choice not only aboutwhat t say but also how to say it

State the grammar and vocabulary thatthey learn from the activities

7. Homework Listen to a debate on the radio orwatch it on the TV

Given opportunity to listen to languageas it is used in real situation


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Teacher As a facilitator

To establish situations likely to promotecommunication

Act as an adviser Be a communicator

Student As a communicator


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Almost everything is done with a communicativeintentExp: communicative activities like games etc.

According to Marrow ( 1981) , there are 3 features: Information gap

Choice Feedback

The use of authentic materials


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Student-teacher interaction

As a facilitator As a co-communicator

Student-student interaction Pairs

Triads Small group Whole group


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Will be more motivated Given them opportunity to express their individually bysharing the ideas and opinions

Enhance the cooperative interactions


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Students need to have the knowledge of forms andmeanings and function.

They also must use this knowledge and take intoconsideration the social situation.

Exp: The use of word may

- can seek permission by using it- but if the students know the situation as being

informal, they will likely use can.


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Areas of language that are emphasized is: The forms

Variety of forms are introduced for each situation The cohesion and coherence


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Language should be used not only duringcommunicative activities but also for explaining theactivities to the students homework

The target language is a vehicle for communication, not just an object to be studied


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Teacher evaluates not only the students accuracy butalso the fluency Teacher can evaluate the students performance in his

role as a adviser or co-communicator Teacher can assess students writing skill


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Teacher notes the errors during fluencyactivities

Then, teacher will correct it when the accuracy-based activity


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The end

communicative teaching learning

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