Current Communicative Approaches DONE

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Current CommunicativeApproaches

Dian Novitasari157835057


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6.The Post-Methods Era

5.Task-Based Langage Tea!hing

".#ontent-Based $nstr!tion

3.#oo%erative Langage Learning

&.The Natra' (%%roa!h

1.#o))ni!ative LangageTea!hing

#rrent #o))ni!ative(%%roa!hes


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#*MM+N$#(T$,E L(N+(ETE(#$N/#LT

The origins o #o))ni!ative Langage Tea!hing/#LT are ond in the !hanges in the British

'angage tea!hing tradition in the 'ate 1260s. #o))ni!ative Langage Tea!hing is an a%%roa!h to

oreign or se!ond 'angage tea!hing hi!he)%hasi4es that the goa' o 'angage 'earning is on!o))ni!ative !o)%eten!e %ro!ien! rather than

on )ere )aster o str!tres as a !entra' totea!hing and deve'o% %ro!edres or the tea!hing othe or 'angage ski''s /'istening s%eaking readingand riting that a!kno'edge the interde%enden!eo 'angage and !o))ni!ation.. /9i!hards and

9odgers &001:153. #LT deve'o%ed ; British a%%'ied 'ingists as

rea!tion aa ro) gra))ar-;ased a%%roa!hes s!has the (dio'inga' )ethod.

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#*MM+N$#(T$,E L(N+(E TE(#$N/#LT

There are two version of the CLT (Howatt,1984:279: The weak versionstresses the importance of

provi!in" #earners with opportunities to usetheir $n"#ish for communicative purposes(#earnin" to use $n"#ish%

The strong versiona!vances the c#aim that#an"ua"e is ac&uire! throu"h communication%

That is not mere#' a &uestion of activatin" an

eistin" )ut inert *now#e!"e of #an"ua"e, )ut ofstimu#atin" the !eve#opment of the #an"ua"es'stem itse#f (usin" $n"#ish to #earn it%

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(PP9*(# - Theor * Langage

The Communicative Approach in #an"ua"eteachin" starts from a theor' of #an"ua"e ascommunication%

The "oa# of #an"ua"e teachin" is what H'mes(1972 referre! to as +communicative

competence% -n H'mes. view, a person who ac&uires

communicative competence ac&uires )othknowledgean! abilityor 'angage se%

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(PP9*(# - Theor * Langage Another #in"uistic theor' of CLT is Ha##i!a'.s functiona#

account of #an"ua"e use% Ha##i!a' e#a)orate! a powerfu#

theor' of the functions of #an"ua"e% He !escri)e! seven)asic function that #an"ua"e performs for chi#!ren #earnin"their L1:

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1. Instrumental function


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(PP9*(# - Theor * Langage Another in/uentia# ana#'sis of communicative competence

was foun! in Cana#e 0 wain (198, in which four

!imensions of communicative competence are i!enti3e!:

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Grammatical Competence : it is the domain of grammatical and lexiGrammatical Competence : it is the domain of grammatical and lexi


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(t the 'eve' o 'angage theor #LT has a

ri!h theoreti!a' ;ase. e!ts its

n!tiona' and !o))ni!ative ses

". The %ri)ar nits o 'angage are!ategories o n!tiona' and!o))ni!ative )eanings.

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(PP9*(# - Theor * Learning Litt'e has ;een ritten a;ot 'earning theor in !ontrast to

the a)ont o that has ;een ritten a;ot #LT 'iteratre. E'e)ents o an nder'ing 'earning theor !an ;e dis!erned

in so)e #LT %ra!ti!es as o''os:1. *ne e'e)ent is the communication principle: a!tivities

that invo've rea' !o))ni!ation %ro)ote 'earning.&. (nother e'e)ent is the task principle: a!tivities in hi!h

'angage is sed or !arring ot )eaning' tasks%ro)ote 'earning.

3. ( third e'e)ent is the meaningfulness principle:'angage that is )eaning' to the 'earner s%%orts the'earning %ro!ess.

. (s a !onse?en!e 'earning a!tivities are se'e!ted ;ased onho e'' the engage the 'earner in )eaning' andathenti! 'angage se /rather than @st )e!hani!a'

%ra!ti!e o 'angage %atterns.. *ther a!!onts o #LT have atte)%ted to des!ri;e theories

o 'angage 'earning %ro!esses that are !o)%ati;'e ith#LT.


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P9*#ED+9EThe metho!o#o"ica# proce!ures re/ect a se&uence of activities

represente! as fo##ows(Litt#ewoo!, 1981 : 8:

$re%comm&nicati'e (cti'ities


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TE N(T+9(L (PP9*(# rashen an! Terre## i!enti3e! the Batura# Approach with what the' ca##

+tra!itiona# approaches to #an"ua"e teachin"% Tra!itiona# approaches are

!e3ne! as +)ase! on the use of #an"ua"e in communicative situationswithout recourse to the native #an"ua"e an!, perhaps, nee!#ess to sa',without reference to "rammatica# ana#'sis, "rammatica# !ri##in", or aparticu#ar theor' of "rammar%

The Batura# Approach, is re"ar!e! as a comprehension)ase! approach)ecause of its emphasis on initia# !e#a'(si#ent perio! in the pro!uction of

#an"ua"e% hat is nove# is that the BA focuses on eposure to inputinstea! of "rammar practice, an! on emotiona# prepare!ness forac&uisition to ta*e p#ace%

Ac&uisition re&uires meanin"fu# interaction in the tar"et #an"ua"e natura#communication in which spea*ers are concerne! not with the form oftheir utterances )ut with the messa"es the' are conve'in" an!

un!erstan!in"% The )est metho!s are therefore those that supp#' Dcomprehensi)#e inputD in

#ow aniet' situations, containin" messa"es that stu!ents rea##' want tohear% These metho!s !o not force ear#' pro!uction in the secon! #an"ua"e,)ut a##ow stu!ents to pro!uce when the' are Drea!'D, reco"ni=in" thatimprovement comes from supp#'in" communicative an! comprehensi)#e

input, an! not from forcin" an! correctin" pro!uction%E18


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(PP9*(#E< - Theor oLangage

Batura#Approach

The superiorit' ofDmeanin"D isemphasi=e!

$mphasi=e on eposure,orinput%

Fse of #an"ua"e incommunicative situationswithout recourse to the

native #an"ua"e%

Dac&uisitionD can ta*e p#ace on#' whenpeop#e comprehen! messa"es in theTL(Centra# ro#e of C@5?$H$B-B

)e#ieve that a #an"ua"e is essentia##' its #eicon%(stress the importance of voca)u#ar' an! view

#an"ua"e as a vehic#e for Dcommunicatin"meanin"sD an! Dmessa"esD%

The focus is onteachin"

communicative

a)i#ities%

re"ar!sDcommunicationD as the

main function of#an"ua"e


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(PP9*(#E< - Theor o Learning

The (!?isition Learning %othesis

There are 2 wa's of L2 !eve#opment: Ac&uisition

is the pro!uct of a su)conscious process ver' simi#ar to the

process chi#!ren un!er"o when the' ac&uire their 3rst #an"ua"e%-t re&uires meanin"fu# interaction in the tar"et #an"ua"e natura# communication in which spea*ers are concentrate! notin the form of their utterances, )ut in the communicative act%

Learnin"is the pro!uct of forma# instruction an! it comprises a consciousprocess which resu#ts in conscious *now#e!"e Da)outD the#an"ua"e, for eamp#e *now#e!"e of "rammar ru#es% Accor!in"to rashen D#earnin"D is #ess important than Dac&uisitionD%

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The Monitor %othesis

The #earnin" s'stem performs the ro#e of the+monitor or the +e!itor% Conscious #earnin" can

function on#' as monitor or e!itor that chec*s an!repairs the output of the ac&uire! s'stem

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Three con!itions #imit thesuccessfu# use of the monitor

Time

;ocus onform

now#e!"e of ru#es


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The Natra' *rder %othesis

Accor!in" to the h'pothesis, the ac&uisition of"rammatica# structures procee!s in a pre!icte!

pro"ression% Certain "rammatica# structures ormorphemes are ac&uire! )efore others in 3rst#an"ua"e ac&uisition an! there is a simi#ar natura#or!er in LA%

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The $n%t %othesis

-t c#aims to ep#ain the re#ationship )etween what the #earneris epose! to a #an"ua"e (the input an! #an"ua"eac&uisition% -t invo#ves four main issues%

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The (e!tive Ci'ter %othesis

The h'pothesis is )ui#t on research in LA% Three *in!s ofa6ective or attitu!ina# were i!enti3e!:

1% @otivation: #earners with hi"h motivation "enera##' !o)etter%

2% e#fcon3!ent: #earners with se#fcon3!ence an! a "oo!se#fima"e ten! to )e more successfu#%

>% Aniet': Low persona# aniet' an! #ow c#assroom aniet'are more con!ucive to secon! #an"ua"e ac&uisition%

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Pro!edre

Procedure

7. Combine observation

about the pictures with

commands and

conditionals.

3. Introduce classroom

terms and props into

commands.

2. Use TPR to teach names

of body parts

. Combine use of pictures

with TPR.

!. Usin" several pictures#

as$ students to point the

picture bein" described.

%. Use names of

physical characteristicsand clothin" to identify

members of the class by

name.

&. Use visual to introduce

new vocabulary.

'. (tart with TPR

commands.


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LE(9N$N

CLL is part of a more "enera# instructiona# approach a#so *nown asCo##a)orative Learnin" (CL

-t is an approach that ma*es maimum use of cooperative activitiesinvo#vin" pairs an! sma## "roups of #earnersin the c#assroom%

Cooperative #earnin" is "roup #earnin" activit' or"ani=e! so that#earnin" is !epen!ent on the socia##' structure! echan"e ofinformation )etween #earners in "roups an! in which each #earner

is he#! accounta)#e for his or her own #earnin" an! is motivate! toincrease the #earnin" of others% (#sen an! a"an 1992:8 CL sou"ht to !o the fo##owin":

1% ?aise the achievement of a## stu!ents, inc#u!in" those who are"ifte! or aca!emica##' han!icappe!

2% He#p the teacher )ui#! positive re#ationships amon" stu!ents>% Iive stu!ents the eperiences the' nee! for hea#th' socia#,

ps'cho#o"ica# an! co"nitive !eve#opment4% ?ep#ace the competitive or"ani=ationa# structure of most

c#assrooms an! schoo#s with a team)ase!, hi"h performanceor"ani=ationa# structure%

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LE(9N$N

-n secon! #an"ua"e teachin", CLL has )een em)race! as a wa' ofpromotin" communicative interaction in the c#assroom an! is seen

as an etension of the princip#es of Communicative Lan"ua"eTeachin"%

-t is viewe! as a #earnercentere! approach to teachin" he#! too6er a!vanta"es over teacherfronte! c#assroom metho!s%

$n 'angage tea!hing its goa's are:

1% To provi!e opportunities for natura#istic secon! #an"ua"eac&uisition throu"h the use of interactive pair an! "roupactivities

2% To provi!e teachers with a metho!o#o"' to ena)#e them toachieve this "oa# an! one that can )e app#ie! in a variet' ofcurricu#um settin"s (e%"%, content)ase!, forei"n #an"ua"ec#assrooms

>% To ena)#e focuse! attention to particu#ar #eica# items, #an"ua"estructures, an! communicative functions throu"h the use ofinteractive tas*s

4% To provi!e opportunities for #earners to !eve#op successfu#

#earnin" an! communication strate"ies 33

A


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ALangage

Cooperative Lan"ua"e Learnin" is foun!e! on some )asic premisesa)out the interactivecooperative nature of #an"ua"e an!#an"ua"e #earnin"%

Pre)ise 1 /ro) a !hi'd 'angage ;ook entit'ed Born to Talk+a## norma# chi#!ren "rowin" up in a norma# environment #earn tota#*% e ere )orn to ta#* % % % e ma' thin* of ourse#ves as havin")een pro"ramme! to ta#* % % % Communication is "enera##'

consi!ere! to )e the primar' purpose of #an"ua"e% (ee*s

1979:1Pre)ise & is that )ost ta'ks%ee!h is organi4ed as

!onversation.+Human )ein"s spen! a #ar"e part of their #ives en"a"in" inconversation an! for most of them, conversation is amon" theirmost si"ni3cant an! en"rossin" activities% (?ichar!s an!

chmi!t 198>:117Pre)ise 3 is that !onversation o%erates a!!ording to a

!ertain agreed-%on set o !oo%erative r'es or )a=i)s

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ALangage

Pre)ise " is that one 'earns ho these !oo%erative)a=i)s are rea'i4ed in oneFs native 'angagethrogh !asa' everda !onversationa' intera!tion.

Pre)ise 5 is that one 'earns ho the )a=i)s arerea'i4ed in a se!ond 'angage throgh %arti!i%ation

in !oo%erative' str!tred intera!tiona' a!tivities.

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ALearning

Cooperative #earnin" a!vocates on the theoretica# wor* of!eve#opmenta# ps'cho#o"istsMean 5ia"et an! LevN'"ots*'% A centra# premise of CLL is that #earners!eve#op communicative competence in a #an"ua"e )'conversin" in socia##' or pe!a"o"ica##' structure!

situations% CLL a#so see*s to !eve#op #earners. critica#thin*in" s*i##s%

The wor! +cooperative in CLL emphasi=es anotherimportance of CLL : CLL see*s to !eve#op c#assrooms thatfoster cooperation rather than competition in #earnin"%

Cooperation is wor*in" to"ether to accomp#ish share!"oa#s%

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ALearning


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P9*#ED+9E

Procedure

7. )fter finishin" their

compositions# the students

proofread each other*s

compositions# ma$in"

corrections or su""estions.

3. The procedure is

reversed.

2. (tudent ) describes what

he+she is plannin" to write tostudent ,# who listens# probes#

and outlines. (tudents , "ive the

written outline to student ,

. The students write their

compositions individually.

!. The students revise their

compositions

%. The students

individually research for

materials they need for

the compositions.

&. The students wor$s

to"ether to write the first

para"raph of each

composition to ensure that

they have a clear start on

their compositions

'. The teacher assi"n

students to pair with at

least one "ood reader in

each pair

-. The students reread

their compositions and

si"n their names to

indicate that each of

compositions are errorfree.

Current Communicative Approaches DONE

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