Communicative

Language Teaching

Michael aprilian
{13620007}
Dian eckha {1362000 }
Azalia indira {13620086}
Benselina romroma {14620076 }

THEORY OF LANGUAGE

At the level of language theory, Communicative

Language Teaching has a rich, if somewhat eclectic,
theory base:
Language is a system for the expression of meaning.
The primary function of language is for interaction and
communication.
The structure of language reflects its functional and
communicative uses.
The primary unit of language is not merely its
grammatical and structural features, but categories of
functional and communicative meaning as exemplified
in discourse. ( Richards,J.C. and Rodgers, T.S, 1986)

Teacher and learner roles

Learners roles :
Learners now had to participate in classroom activities that were
based on a cooperative rather than individualistic approach to
learning. Students had to become comfortable with listening to
their peers in group work or pair work tasks, rather than relying
on the teacher for a model. They were expected to take on a
greater degree of responsibility for their own learning.

Teachers roles :

First, to facilitate the communication process between all

participants in the classroom, and between these participants
and the various activities and text. Second, to act as an
independent participant within the learning-teaching group.
Other roles assumed for teachers are need analyst, counselor,
and group process manager.

Procedure
Presentation of a brief dialog or several mini-dialogs
Oral practice of each utterance of the dialog segment to be
presented that day
Question and answer based on the dialog topic.
Question and answer related to the students personal
experience
Study one of the basic communicative expression in dialog.
Learner discovery of generalizations or rules underlying the
functional expression
Oral recognition, interpretative activities
Oral production activities-proceeding from guided to freer
communication activities
Copying of the dialog or modules if they are not in the class text
Sampling of the written homework assignment
Evaluation of learning.

The strength of Communicative

Language Teaching
The interaction between students and
teachers.
To impart the basic knowledge and ability to
skillfully combine the development
Greatly enhanced the students interest.

The Weaknesses of Communicative

Language Teaching

the communicative language teaching (CLT) approach does

enable learners to interact
It may also be a difficult method to use in very large classes,
where it may be easier to monitor and guide students by
adopting a more didactic approach
Students with low levels of proficiency in the target
language may find it difficult to participate in oral
communicative activities
It is also worth considering that CLT may not be appropriate
in EFL classrooms where English is rarely heard or used
outside of the classroom
Some people believe that with CLT there is a danger of
focusing too much on oral skills at the expense of reading
and writing skills

Conclusion
Communicative Language Teaching is best considered
an approach rather than a method. Thus although a
reasonable degree of theoretical consistency can be
discerned at the levels of language and learning
theory, at the levels of design and procedure there is
much greater room for individual interpretation and
variation than most methods permit. It could be that
one version among the various proposals for syllabus
models, exercise types, and classroom activities may
gain wider approval in the future, giving
Communicative Language Teaching a status similar to
other teaching methods. On the other hand, divergent
interpretations might lead to homogeneous subgroups.