LANGUAGE TEACHING PROPONENTS/ADVOCATES PRINCIPLES OF THE CLASSROOM EXAMPLES/ RESEARCH FINDINGS THAT PROVE THE
APPROACH APPROACH SCENARIOS/MATERIALS THAT EFFECTIVESNESS/USE OF THE LANGUAGE
USED THE APPROACH(CAN BE TEACHING APPROACH(2-3 STUDIES)
PRESENTED IN A NARRATIVE
FORM/PICTURES
Communicative Language Noam Chomsky Communicative Language A. Role-play is an oral activity Azadi, S., Aliakbari, M., & Azizifar, A. (2015). The
Teaching Teaching (CLT) is an usually done in pairs, whose role of Classroom Interaction on improvement
Michael Halliday approach that aims to main goal is to develop of Speaking among Iranian learners.
achieve communicative students' communicative International Journal of Language Learning and
rather than linguistic abilities in a certain setting. Applied Linguistics World (IJLLALW), 8(1), 126-
competence through learner 135.
interaction. Born in the B. Objectified The research findings demonstrated that
1980s, this strategy to Have students draw from students’ communication inside the classroom
language teaching is based rolled sheets of paper developed their speaking ability.
on the philosophy that, in containing names of different
order to learn a language, objects. Their job, using the Wang, Y.H (2010). Using communicative
one must practice using that target language, is to describe language games in teaching and learning English
language to communicate and give plenty of hints so in Taiwanese primary schools.
meaning to others. that the class can discover The research findings asserted that
In this approach, students what the object is. communicative activities like role plays and
are given tasks to accomplish Unlike Charades, in simulations which are some of the activities
using language instead of Objectified, students are used in the experimental group, could motivate
studying language. allowed—in fact, and help students utilize the target language
they’re required—to and exchange information through meaningful
Doughty and Long (2003) speak. They can say whatever interaction with peers and teachers; therefore,
define a series of principles they want, short of naming make the most of language education effects.
that can be used as a the object. They can gesture
guideline for implementing away, they can use the full
CLT. repertoire of body language
in order to shine the spotlight
1. Using tasks on the correct answer. Give
as organizational each student two minutes to
principles has to do work the room and see what
with the focus on happen
meaning by giving C. News Reporting
learners “a purpose Here students perform SAMUEL E. SACAPANO JR shared info:
to use grammar in a anchor duties and tell the
meaning context” (p. news using the target Language Teaching to Improve Students’ Ability
8). A task can be language. in Speaking Nurhayati Sitorus
defined as an activity
in class that involves In news reporting, there’s an 1. The students’ ability before implementing the
learners interaction economy of words used. It’s Communicative Language Teaching is enough
with language and laser focused for getting the and the average of students’ achievement was
focuses on meaning information across. Telling the 58,67. 2. The students’ ability after
rather than form. news is akin to telling a story, implementing the Communicative Language
2. Promoting and training your wards using Teaching was good and the average of students’
learning by doing this technique will give them
achievement was 73,67.
refers to how new the opportunity to practice
knowledge can be talking about events and
better retained in dishing out information. It’s
long-term memory if like being in the center of a
it is tied to real-
world events and
gossip huddle.
ted that
communicati
activities. .
3. Input needs D. An interview is an oral
to be rich, since the activity done in pairs, whose
ve
learner needs to be main goal is to develop
exposed to the students' interpersonal skills .
language from
various sources to
develop native-like
language skills. That
activities
input, however,
must be
comprehensible to
like
the students.
4. Input needs
to be meaningful,
language
games, role
comprehensible and
elaborated. The
assimilation of new
plays, and
knowledge heavily
depends on how
easily it can be
attached to already
existing knowledge.
5. Promoting
simulations
cooperative and
collaborative
learning by pairing or
which are
grouping students
together so that they
can work
some of
cooperatively on a
task. This practice the
promotes
communicative
interaction in the activities
used in the
target language.
6. A focus on
form approach
experimenta
emphasizes a form-
meaning connection,
teaching grammar
through
communicative
contexts.
l group,
7. Providing
error corrective
feedback is
could
important for the
learner, but it is a motivate
and help
long term process. It
depends not only on
how the teacher
students
provides the
feedbacks, but also
on individual learner
factors.
8. Finally,
recognizing and
utilize the
respecting affective
factors of learning is
essential for
target
teachers to
understand and
provide learners
language
with an environment
where they can feel and
motivated.
exchange
information
4 Dimensions of
communicative competence
Grammatical competence:
through
refers to what Chomsky calls
linguistic competence.
Sociolinguistic competence:
refers to an understanding of
the social context in which
communication takes place
meaningful
(role relationships, shared
beliefs and information
between participants …)
interaction
Discourse competence:
refers to the interpretation with peers
and
of individual message
elements in terms of their
interconnectedness and how
teachers;
meaning is represented in
relation to the entire
discourse or text.
Strategic competence: refers
to the coping strategies that
participants use to initiate
therefore,
terminate, maintain, repair
and redirect communication. make the
most of
language
education
eects
