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C U R R E N T T R E N DS IN COMMUNICATIVE LANGUAGE TEACHING. RENA LYSTYA NINGRUM DINA NOVITA WIJAYANTI KHARISMA CLEVERIAN HESNY NENO. In 1990 s , communicative approach has been widely implemented.

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C U R R E N T T R E N DS IN COMMUNICATIVE LANGUAGE TEACHING


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    1. CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING RENA LYSTYA NINGRUM DINA NOVITA WIJAYANTI KHARISMA CLEVERIAN HESNY NENO

    2. In 1990s, communicative approach has been widely implemented It describes a set of very general principles grounded in the notion of communicative competence

    3. Communicative competence Communicative syllabus and methodology The goal of second and foreign language teaching The way of achieving the goal

    4. Communicative language teaching To evolve our understanding of the processes of second language learning

    5. CURRENT COMMUNICATIVE LANGUAGE TEACHING THEORY PRACTICE A number of different educational paradigms and traditions There is no single or a set of practices that characterize current communicative language teaching X

    6. THE APPLICATION OF CLT Depending on teaching context The age of the learners A SET OF GENERALLY AGREED UPON PRINCIPLES CAN BE APPLIED IN DIFFERENT WAYS The learners’ level The students’ goals

    7. TEN CORE ASSUMPTIONS OF CURRENT CLT 1 Second language learning is facilitated when learners are engaged in interaction and meaningful communication 2 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 3 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 4 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 reflection 5

    8. 6 Language learning is gradual process that involves creative use of language and trial and error 7 Learners develop their own routes to language learning, progress different rates and have different needs and motivations for language learning 8 Successful language learning involves the use of effective learning and communication strategies 9 The role of teacher in language classroom as facilitator 10 The classroom is a community where learners learn through collaboration and sharing

    9. THE CHARACTERISTICS OF CLASSROOM ACTIVITIES

    10. 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

    11. KEY COMPONENTS IN CLT Focusing on social learning than individuals Focusing on process-oriented than products-oriented Focusing on learner-centered than teacher-centered • Emphasizing on holistic learning by connecting the school with the world • Focusing on internal than outside the classroom in research and theory building • Focusing on the study of individual differences

    12. Helping students to understand the purpose of learning and develop it • Focusing on a whole-to-part than a part-to-whole approach • Emphasizing on the meaning than drills • Focusing on life-long learning process

    13. Eight Major Changes in CLT 11 Learner authonomy Learners choose their own learning both content and process 2 The social nature of learning Learning is a social activity which depends on interaction with others 3 Curricular integration English is not stand alone but linked to others subjects in the curriculum

    14. 4 Focus on meaning Learning activities are aboutexploration of meaning through content-based teaching 5 Learners learn in different ways and have different stengths to develop their learning strategies Diversity 6 Thinking skill Learners develop critical and creative thinking to apply in real life situation

    15. 7 Using multiple forms ofassessment such as observation, interviews, journals and port folios to measure leraners’ comprehension Alternative assessment 8 Teachers as co-learners the facilitator to try out different alternatives constantly

    16. THANK YOU