Clt Essay
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Student Name : M. Jamil/0709200080022 Email : [email protected] University : SYIAH KUALA Darussalam Banda Aceh
COMMUNICATIVE LANGUAGE TEACHING (The Applied Linguistic View) There are too much theories we can find in the book exposing CLT on a certain corner of author’s view, tell about the common issue on teaching and logic applicable principle to carry out this kind of work in a complete success. However, to me it is a hard endless field of work to accomplish. This is a fact in my school as special, that all of graduates are cannot go appropriately to what they have learned and perhaps everything is in charge of the matter for that bad performance. Having a better performance in a target subject is a well defined aim of learning, ant to lie on the following aspects the learners will learn to communicate by communication through out teaching learning strategies best suited for the materials. Furthermore, to teach this competence that is composed of psycholinguistic and sociocultural aspect, that is to enable learners to transmit and to interpret messages in specific context meaningfully. Communicative is in the same sense of talkative, and consequently, several aspects have to be included to this sake of competence, for instance: Knowing how to use language for a range of different purposes and functions Knowing how to vary our use of language according to the setting and the participants Knowing how to produce and understand different types of texts Knowing how to maintain communication despite of having a limitations in one's language knowledge. David Nunan (1991:279) lists five basic characteristics (basic feature) of Communicative Language Teaching: (1) An emphasis on learning to communicate through interaction in the target language. (2) The introduction of authentic texts into the learning situation. (3) The provision of opportunities for learners to focus, not only on the 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 activation outside the classroom. On the other hand, people learn a language best when using it to do thing rather than through studying how the language works and practicing. So does the internal creativity of learner existed at base then followed by external creativities as well for a worthy process of learning. Yet one of the goals of CLT is to develop fluency in language use. Fluency is natural language use occurring when the when a speaker engages in
meaningful interaction and maintain a comprehensible. In the classroom activity, fluency is occurs through out negotiation of meaning, communication strategies used, correcting misunderstanding, and avoiding communication to breakdown. Unless, the teacher prepare to what will be happen in the classroom. Since, communicative practice refers to activities where practice in using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable. For example students might have to draw a map of their neighborhood and answer questions about the location of different places in their neighborhood, such as the nearest bus stop, cafe, etc. And, the language classroom is intended as a preparation for survival in the real world and since real communication is a defining characteristic of CLT, the coming up issue is the relationship between real life activities and classroom. Some argue that classroom activities should as far as the real world. We are aware, that by the mid-eighties or so, the industry was maturing in its growth and moving towards the concept of a broad "approach" to language teaching that encompassed various methods, motivations for learning English, types of teachers and the needs of individual classrooms and students themselves. It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted "norm" in this field, it would have to be the Communicative Language Teaching Approach. But, practicing is a hardest thing after all.
Have a look at my dream: Role Plays Setting up, Role plays can be a very good way for students to develop fluency by forgetting themselves and concentrating on the task in hand. They provide the opportunity for extended interaction rather than just a 2-line exchange. However, they do need careful setting up and staging. If my students haven’t done any role plays before or aren’t used to doing them, I start it gently and don’t launch into a really challenging activity immediately. I can easily turn ordinary conversation practice into a mini role play. Ask students who are supposed to be on the phone to sit back to back so that they can’t see each other’s faces. Ask students who are having a conversation in a shop to stand up and exchange money, etc. Give students time to get into their characters. Tell them to think about the meaning and the situation. Encourage them to use facial expression and pronunciation (stress and intonation) to express emotion, e.g. politeness, rudeness, anger, irritation, excitement, etc. Fore plan to the role- play action: a. Before class, I think what language and vocabulary students will need to do the role play successfully and make a list. b. I ask lead-in questions to engage students’ interest in the situation and to set the context of the role play. Never go into role plays “cold”.
c. Build up the atmosphere and encourage the suspension of disbelief by using props available in the classroom or by bringing them in, e.g. vinegar glasses, knives, forks, spoons and plates for a restaurant role play. d. Explain the task clearly. Say who the students are and what they have to do. Get them to think about the outcome by asking What happens in the end? How does the conversation/role play end? e. Assign roles or ask students to choose who they want to be. Ask a few quick questions to check that everyone is clear about the activity, e.g. Who are you? Who’s your husband/wife? f. Pre-teach or check students know the language and vocabulary that you listed before class. If it’s a complicated role play, consider giving students prompt sheets with key vocabulary/questions for their characters. g. Students who are playing the same character can prepare together in pairs or small groups, e.g. “husbands” together and “wives” together. They can then help each other with ideas and have extra speaking practice. Monitor this stage carefully and help with ideas and language. If you feel your class needs more support in the way of ideas, make cards for each character, e.g. You’re the wife. You and your husband both work. Your husband spends a lot of money on clothes, going out to restaurants with colleagues etc. He never spends any money on you or your home. How do you feel about this? Do you ever have rows about it? What happens in the rows? Students then pair up for the actual role play, e.g. a “husband” with a “wife”. h. Before students act out their role plays, encourage them not to stick too rigidly to the materials they have prepared. They should not read out their notes! If something interesting or funny comes up, they should react to it naturally and ask questions about it, e.g. Oh, really? i. Whether or not everyone acts out their role play in front of the whole class will depend on the size of your class and the time available. If you have a big class, you could ask groups to rehearse acting out their role plays to each other before they face the class. When students act out their role play to the class, make sure the class listens. Give students questions to answer as they watch, e.g. What was the man complaining about? Was he successful in the end? Or give students a task, e.g. the class is the audience for a TV interview and can applaud, heckle, etc. i. Don’t interrupt while students are acting out their role plays. If they’ve done their preparation thoroughly, it should go smoothly. j. When you feedback, highlight the good things as well as the errors. Where possible, avoid making students self-conscious. You could make a note of the grammatical errors you hear during the role play and deal with these in a subsequent lesson. Your immediate feedback can then be about the positive aspects of the language, the
students’ ideas, fluency, stress and intonation, facial expressions etc. The aim is to boost students’ confidence so that they will be keen to do more role plays in the future. I think, the key student master language is that the students learn the language through engaging in a variety of communicative activities. Role-play is social interaction activities classified as follows (as another example): l. Role-playing through a cued dialogues and information. Card (A): You are talking to a new classmate. 1. Greet your classmate. 2. Ask your partner his or her previous school. 3. Suggest to shopping together after school. Card (B): You are a new student at this school. One of your classmates greets you. 1. Greet your classmate back. 2. Answer the question. 3. Respond to the suggestion. A way to make the dialogue more similar to real life, yet still controlled enough so that the task is not too difficult for beginning and lower intermediate students as using cue cards, like above. This way an information gap is formed because each student only see one cue card and doesn't know what the other person is going to say. 2. Role-playing through goals or debate. Card (A):You and your friend are going out for lunch. You want to try some thing new because you are tired of the same food. You make a suggestion. Card (B): You and your friend are going out for lunch. You want to go to the place you always go, because you like the food. In conclusion, what features make the task communicative as far as not emphasis grammatical objectiveness, and on merely to communicate ideas. Applying an integrated syllabus with the need of the students. In addition, the teacher has to play a double rule, expose his experience and create a new inspiration together with his pupil fairly closed to the bounded objective of learning. The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective. Syllabus development must be based on the encouragement students’ inner creativity along with the comprehensible input. This blue print map should be in the great flexibility form.
Reference: 1. Language Learning and Teaching, Nuril Huda IKAPI Malang, 1999. 2. Communicative Language Teaching today, Jack Richarson, SEMEO portfolio, 2005.
COMMUNICATIVE LANGUAGE TEACHING (The Applied Linguistic View) There are too much theories we can find in the book exposing CLT on a certain corner of author’s view, tell about the common issue on teaching and logic applicable principle to carry out this kind of work in a complete success. However, to me it is a hard endless field of work to accomplish. This is a fact in my school as special, that all of graduates are cannot go appropriately to what they have learned and perhaps everything is in charge of the matter for that bad performance. Having a better performance in a target subject is a well defined aim of learning, ant to lie on the following aspects the learners will learn to communicate by communication through out teaching learning strategies best suited for the materials. Furthermore, to teach this competence that is composed of psycholinguistic and sociocultural aspect, that is to enable learners to transmit and to interpret messages in specific context meaningfully. Communicative is in the same sense of talkative, and consequently, several aspects have to be included to this sake of competence, for instance: Knowing how to use language for a range of different purposes and functions Knowing how to vary our use of language according to the setting and the participants Knowing how to produce and understand different types of texts Knowing how to maintain communication despite of having a limitations in one's language knowledge. David Nunan (1991:279) lists five basic characteristics (basic feature) of Communicative Language Teaching: (1) An emphasis on learning to communicate through interaction in the target language. (2) The introduction of authentic texts into the learning situation. (3) The provision of opportunities for learners to focus, not only on the 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 activation outside the classroom. On the other hand, people learn a language best when using it to do thing rather than through studying how the language works and practicing. So does the internal creativity of learner existed at base then followed by external creativities as well for a worthy process of learning. Yet one of the goals of CLT is to develop fluency in language use. Fluency is natural language use occurring when the when a speaker engages in
meaningful interaction and maintain a comprehensible. In the classroom activity, fluency is occurs through out negotiation of meaning, communication strategies used, correcting misunderstanding, and avoiding communication to breakdown. Unless, the teacher prepare to what will be happen in the classroom. Since, communicative practice refers to activities where practice in using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable. For example students might have to draw a map of their neighborhood and answer questions about the location of different places in their neighborhood, such as the nearest bus stop, cafe, etc. And, the language classroom is intended as a preparation for survival in the real world and since real communication is a defining characteristic of CLT, the coming up issue is the relationship between real life activities and classroom. Some argue that classroom activities should as far as the real world. We are aware, that by the mid-eighties or so, the industry was maturing in its growth and moving towards the concept of a broad "approach" to language teaching that encompassed various methods, motivations for learning English, types of teachers and the needs of individual classrooms and students themselves. It would be fair to say that if there is any one umbrella approach to language teaching that has become the accepted "norm" in this field, it would have to be the Communicative Language Teaching Approach. But, practicing is a hardest thing after all.
Have a look at my dream: Role Plays Setting up, Role plays can be a very good way for students to develop fluency by forgetting themselves and concentrating on the task in hand. They provide the opportunity for extended interaction rather than just a 2-line exchange. However, they do need careful setting up and staging. If my students haven’t done any role plays before or aren’t used to doing them, I start it gently and don’t launch into a really challenging activity immediately. I can easily turn ordinary conversation practice into a mini role play. Ask students who are supposed to be on the phone to sit back to back so that they can’t see each other’s faces. Ask students who are having a conversation in a shop to stand up and exchange money, etc. Give students time to get into their characters. Tell them to think about the meaning and the situation. Encourage them to use facial expression and pronunciation (stress and intonation) to express emotion, e.g. politeness, rudeness, anger, irritation, excitement, etc. Fore plan to the role- play action: a. Before class, I think what language and vocabulary students will need to do the role play successfully and make a list. b. I ask lead-in questions to engage students’ interest in the situation and to set the context of the role play. Never go into role plays “cold”.
c. Build up the atmosphere and encourage the suspension of disbelief by using props available in the classroom or by bringing them in, e.g. vinegar glasses, knives, forks, spoons and plates for a restaurant role play. d. Explain the task clearly. Say who the students are and what they have to do. Get them to think about the outcome by asking What happens in the end? How does the conversation/role play end? e. Assign roles or ask students to choose who they want to be. Ask a few quick questions to check that everyone is clear about the activity, e.g. Who are you? Who’s your husband/wife? f. Pre-teach or check students know the language and vocabulary that you listed before class. If it’s a complicated role play, consider giving students prompt sheets with key vocabulary/questions for their characters. g. Students who are playing the same character can prepare together in pairs or small groups, e.g. “husbands” together and “wives” together. They can then help each other with ideas and have extra speaking practice. Monitor this stage carefully and help with ideas and language. If you feel your class needs more support in the way of ideas, make cards for each character, e.g. You’re the wife. You and your husband both work. Your husband spends a lot of money on clothes, going out to restaurants with colleagues etc. He never spends any money on you or your home. How do you feel about this? Do you ever have rows about it? What happens in the rows? Students then pair up for the actual role play, e.g. a “husband” with a “wife”. h. Before students act out their role plays, encourage them not to stick too rigidly to the materials they have prepared. They should not read out their notes! If something interesting or funny comes up, they should react to it naturally and ask questions about it, e.g. Oh, really? i. Whether or not everyone acts out their role play in front of the whole class will depend on the size of your class and the time available. If you have a big class, you could ask groups to rehearse acting out their role plays to each other before they face the class. When students act out their role play to the class, make sure the class listens. Give students questions to answer as they watch, e.g. What was the man complaining about? Was he successful in the end? Or give students a task, e.g. the class is the audience for a TV interview and can applaud, heckle, etc. i. Don’t interrupt while students are acting out their role plays. If they’ve done their preparation thoroughly, it should go smoothly. j. When you feedback, highlight the good things as well as the errors. Where possible, avoid making students self-conscious. You could make a note of the grammatical errors you hear during the role play and deal with these in a subsequent lesson. Your immediate feedback can then be about the positive aspects of the language, the
students’ ideas, fluency, stress and intonation, facial expressions etc. The aim is to boost students’ confidence so that they will be keen to do more role plays in the future. I think, the key student master language is that the students learn the language through engaging in a variety of communicative activities. Role-play is social interaction activities classified as follows (as another example): l. Role-playing through a cued dialogues and information. Card (A): You are talking to a new classmate. 1. Greet your classmate. 2. Ask your partner his or her previous school. 3. Suggest to shopping together after school. Card (B): You are a new student at this school. One of your classmates greets you. 1. Greet your classmate back. 2. Answer the question. 3. Respond to the suggestion. A way to make the dialogue more similar to real life, yet still controlled enough so that the task is not too difficult for beginning and lower intermediate students as using cue cards, like above. This way an information gap is formed because each student only see one cue card and doesn't know what the other person is going to say. 2. Role-playing through goals or debate. Card (A):You and your friend are going out for lunch. You want to try some thing new because you are tired of the same food. You make a suggestion. Card (B): You and your friend are going out for lunch. You want to go to the place you always go, because you like the food. In conclusion, what features make the task communicative as far as not emphasis grammatical objectiveness, and on merely to communicate ideas. Applying an integrated syllabus with the need of the students. In addition, the teacher has to play a double rule, expose his experience and create a new inspiration together with his pupil fairly closed to the bounded objective of learning. The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective. Syllabus development must be based on the encouragement students’ inner creativity along with the comprehensible input. This blue print map should be in the great flexibility form.
Reference: 1. Language Learning and Teaching, Nuril Huda IKAPI Malang, 1999. 2. Communicative Language Teaching today, Jack Richarson, SEMEO portfolio, 2005.
