Teaching English as a Foreign Language

1. Communicative
Language Teaching
TEFL - R.6D - 2014

2. Group MembersGroup Members
• Chandra Lijaya 201112500567
• Carloanzah Librioano 201112500571
• Dini Aulia 201112500594
• Dian Rahma Kartika Sari 201112500595
• Roudhatul Jannah 201112500612
• Siti Aisyah 201112500623
• Yulia Eolia Putri 201112500635
• Hani Rahmawati 201112500643
• Nabbylah Tyari 201112500647
• Desmayanti Silitonga 201112500649
• Siti Alim Khamidah 201112500657
• Faridatul Ilmiah 201112500659

3. Presentation Outline’sPresentation Outline’s
• Background
• Approach: Theory of Language and Theory of Learning.
• Design:
Objectives
Syllabus,
Types of Learning & Teaching Activities,
Learner & Teacher roles, and
The Role of Instructional Materials.
• Procedures

4. BackgroundBackground
• The originsorigins of Communicative Language Teaching (CLT)
are found in the changes in the British language
teaching tradition in the late 1960s1960s.
• Situational Language Teaching (SLT) was the major
approach to teaching English as a FL.
• Language was taught by practicing basic structures in
meaningful situation-based activities.

5. BackgroundBackground
Scholars who advocated this view of language:
 British functional linguist Halliday
 American sociolinguist Dell Hymes and work in
philosophy J. Austin.
Communicative Approach aims to:
 make communicative competence the goal of
language teaching
 develop procedures for the teaching of the four
language skills

6. BackgroundBackground
There are twotwo version of the CLT:
• The weak version stresses the importance of providing
learners with opportunities to use their English for
communicative purposes (learning to use English).
• The strong version advances the claim that language is
acquired through communication. That is not merely a
question of activating an existing but inert knowledge of
language, but of stimulating the development of the
language system itself (using English to learn it).

7. Theory of LanguageTheory of Language
• The Communicative Approach in language
teaching starts from a theory of
language as communication.
• The goal of language teaching is what HymesHymes (1972)
referred to as “communicative competence.”
• Hymes’sHymes’s theory of communicative competence was a
definition of what a speaker needs to know inwhat a speaker needs to know in
order to be communicatively competent inorder to be communicatively competent in
speech community.speech community.

8. Hymes’s view ofHymes’s view of
Communicative CompetenceCommunicative Competence

9. • Another influential analysis of communicative
competence was found in Canale & Swain (1980), in
which four dimensions of communicative competence
are identified:

10. Characteristic of CLTCharacteristic of CLT
• Language is a system for expression of meaning
• The primary function of language is to allow interaction
and communication
• The structure of language reflects its functional and
communicative uses
• The primary units of language are not merely its
grammatical and structural features , but categories of
functional and communicative meaning as exemplified in
discourse.

11. Theory of LearningTheory of Learning
Underlying elements of CLT;
• The communication principle: activities that involves
real communication promote learning.
• The task principle: activities in which language is used
for carrying out meaningful tasks promote learning.
• The meaningfulness principle: language that is
meaningful to the learner supports the learning process.
( Littlewood 1981, Johnson 1982)

12. Alternative Learning TheoryAlternative Learning Theory
Skill-learning modelSkill-learning model Johnson and Littlewood
(1984)
It is compatible with CLT.
According to this theory, the acquisition of
communicative competence in a language is an
example of skill development.
It involves both cognitive and behavioral aspect.

13. ObjectivesObjectives
PiephoPiepho (1981) discusses the main objectives of
CLT that shape the classes;
•An integrative and content level
•A linguistic and instrumental level
•An affective level of interpersonal relationships
and conduct
•A level of individual learning needs
•A general educational level of extra-linguistic
goals

14. Curriculum or instructional
objectives for a particular course
would reflect specific aspects of
communicative competence
according to the learner’s
proficiency level and
communicative needs.

15. SyllabusSyllabus
• One of the first syllabus models to be proposed was
described as a notional syllabus (Wilkins, 1976)
• The Council of Europe expanded and developed this into
a syllabus that included the following:
 description of the objectives of FL courses,
 situations in which they might typically use an L2,
 topic they might need to talk about,
 functions they needed language for,
 the notions made use of in communication,
 vocabulary and grammar needed.

16. Yalden (1983) descibes some syllabus designs;Yalden (1983) descibes some syllabus designs;
Type Reference
structure plus function Wilkins (1976)
functional spiral around a
structural core
Brumfit(1980)
structural,functional, instrumental Allen (1980)
functional Jupp and Hodlin(1975)
notional Wilkins (1979)
interactional Widdowson (1979)
Task-based Prabhu (1983)
Learner -generated Candlin(1976),
Stanchina&Riley(1978

17. Types of learning & teachingTypes of learning & teaching
ActivitiesActivities
Littlewood (1981) distinguishes between functional
communication activities and social interaction activities.

18. LearnerLearner RolesRoles
• Negotiator-between
the self, the learning
process and the
object of learning
• Interact with each
other and the
teacher.
• Cooperative.

19. Teacher RolesTeacher Roles
The teacher has two main roles:
• To facilitate the communication process
in the classroom
• To act as an independent participant
within the learning-teaching group

20. TheThe TeacherTeacher is also expected...is also expected...
• To act as a resource
• To be an organizer of resources
• To be a motivator
• To be a counselor
• To be a guide
• To be an analyst and a researcher

21. The Roles of InstructionalThe Roles of Instructional
MaterialMaterial
Text-based materials
There are numerous
textbooks designed to
direct and support
CLT. Their table of
contents suggest a
kind of grading and
sequencing of
language practice.

22. The Roles of InstructionalThe Roles of Instructional
MaterialMaterial
Task-based materials
A variety of games, role
plays, simulations, and
task-based
communication activities
have been prepared to
support CLT classes.
They are in the form of
exercise handbooks,
cue cards, activity cards,
and interaction booklets.

23. The Roles of InstructionalThe Roles of Instructional
MaterialMaterial
Realia
Many proponents of
CLT have advocated
the use of “authentic,”
“from life” materials
in class. These
include: signs,
magazines,
advertisements,
newspapers,
pictures, symbols.

24. ProceduresProcedures
1 Presentation of a brief dialog or several mini dialog, preceded by a
motivation and a discussion.
2 Oral paractice of each utterance of dialog segment to be presented that
day.
3 Questions and answers based on the dialog topiccs and situation itself.
4 Questions and answers related to the students’ personal experiences
but centered around dialogue theme.
5 Study one of the basis communicative expressions in the dialogue or
one of the structures which exemplify the function.
6 Learner discovery of generalizations or rules underlying the functional
expression or structure.
7 Oral recognition, interpretative activities
8 Oral production activities
9 Copying of the dialogs
10 Sampling of the written homework assignment, if given
11 Evaluation of learning

25. ProceduresProcedures
The methodological procedures reflect a sequence of
activities represented as follows: