Communicative Language Teaching
Background of CLT
Communicative
Language Teaching (CLT) is a language teaching method is an extension of
previous methods such as method of Situational Language Teaching and Audio
Lingual method. One of the main characteristics of CLT is a combination of
aspects of language are functionally and structurally. Structurally, CLT
emphasis on grammar or grammar systems, while emphasizing the use of functional
language.
CLT also stresses on the situation, for example in a situation
of how a speech is spoken. In the CLT that there are various language skills
(integrated skills) which includes the ability to reading, writing, listening,
speaking, vocabulary, and grammar. So, through this CLT learners are expected
to master a foreign language or language skilled, not only writing but also
speaking and of course with proper grammar.
Communicative
Language Teaching (CLT) originated from the changes in the British Situational
Language Teaching approach dating from the late 1960s (Richards & Rodgers,
2001). Stemming from the socio-cognitive perspective of the socio-linguistic
theory, with an emphasis on meaning and communication, and a goal to develop
learners’ “communicative competence”, Communicative Language Teaching (CLT) approach
evolves as a prominent language teaching method and gradually replaced the
previous grammar-translation method and audio-lingual method (Warschauer &
Kern, 2000). Since the concept of “communicative competence” was first
introduced by Hymes in the mid-1960s, many researchers have helped develop
theories and practices of Communicative Language Teaching approach.
The Goal of CLT
As for some purpose of CLT include:
Students will learn
to use language as a means to express something.
Students will use
language as a tool to express their opinions and judgments.
Students will learn
to express the functions that are most appropriate to communicate.
Strategy of CLT
Because CLT is such a broad orientation, it is difficult to give
specific strategies. However, the broad guidelines are as follows:
Determine the communicative
goals of the students
Create situations and
activities in which student’s procedure authentic, meaningful, and
contextualized communication.
Focus on accuracy only in as
much as error that would impede communication is corrected.
CLT uses almost every activity that involves the learner in an
authentic communication. Littlewood (1981) distinguish two types of activities:
Functional
communication activities
Activities aimed to develop the ability (skill) and the
function of a particular language, but it involves communication.
Social interaction
activities
For example, conversations and discussions, dialogues and role-playing
(role play).
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