current trends baru
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CURRENT TRENDS
IN COMMUNICATIVE LANGUAGE TEACHING
RENA LYSTYA NINGRUM
DINA NOVITA WIJAYANTI
KHARISMA CLEVERIANHESNY NENO
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In 1990s, communicative approach has
been widely implemented
It describes a set of very general
principles grounded in the notion of
communicative competence
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Communicative
syllabus and
methodology
The way of
achieving the goal
Communicative
competence
The goal of second
and foreign language
teaching
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Communicative
language teaching
To evolve our
understanding of
the processes ofsecond language
learning
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CURRENT COMMUNICATIVE
LANGUAGE TEACHING
THEORY
PRACTICE
A number of different
educational paradigms
and traditions
There is no single or a set ofpractices that characterize
current communicative
language teachingX
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THE APPLICATION OF CLT
A SET OF GENERALLY
AGREED UPONPRINCIPLES CAN BE
APPLIED IN DIFFERENT
WAYS
Depending onteaching
context
The age of the
learners
The learners
level
The students goals
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TEN CORE ASSUMPTIONS OF CURRENT CLT
Second language learning is facilitated when learners areengaged 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
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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
They seek to develop students communicative competencethrough linking grammatical development to the ability to
communicate
They create the need for communication, interaction and
negotiation of meaning through the use of activities such asproblem solving, information sharing and role play
They provide opportunities for both inductive as well asdeductive learning of grammar
They make use of content that connects to studentslives and interest
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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
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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
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Helping students
to understand the
purpose of
learning and
develop it Focusing on awhole-to-part
than a part-to-
whole approach
Emphasizing on
the meaning
than drills Focusing on life-
long learning
process
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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
integrationEnglish 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 skill
Learners 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 outdifferent alternatives
constantly
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THANK YOU
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