Introduction
It is only through approach and method that the teachers may suit their teaching goals, increase students’ performance, create dynamic classroom process. In achieving these targets, however, teachers need to understand about types of approach and method tailored best in their class room. In CLT, ‘language teaching focus on learning to communicate as opposed to learning a set of rules’ Yoon (2004:2) Therefore, It is the teachers’ awareness to highlight the importance of applying CLT approach in their language learning. This paper reflects the interrelated between approach to language pedagogy and CLT particularly discussing written summary 2 reading set 1.
Summary of reading
The collaboration between approach and classroom task is the main key in accomplishing dynamic classroom which beneficial for the students to obtain target language effectively Brown (2000). This means teachers can experience through their daily teaching and may determine the factors hindering the successful and unsuccessful students in using language as a tool of communication. In order to use language communicatively students should use language communicatively in classroom and outside classroom learning process.
In terms of approach to teaching, teachers traditionally stress on teaching small chunk of language such as how to master grammar and less attention is given to the communicative activities. In language classroom process students tend to study grammar than study other language component in the sense that students need to understand one before moving to the next Lewis (1997). Teachers’ role is extremely important in equipping students with ample knowledge. However, in reality teachers dominate the classroom and less attention for students to contribute to the process of learning, this is according to Nunan (1999) described as a high-structure teaching. Conversely, Nunan and Lamb (1996) in Nunan (1999, p. 74) discuss that ‘the low-structure teaching will lead the student to much involved in learning situation’.
In order to achieve students’ language proficiency, students should not only focus in language structure but also producing language communicatively Florez and Burst (2001). In conjunction to this, Richard and Rodgers (2001) in Jacob and Farrel (2003) assert that ‘Language is a system for expression of meaning’. This means that students should be given more time to express their ideas orally. Thus in CLT, language pedagogy is based on using language for communication rather than discussing a set of grammatical patterns Yoon (2004). In relation to this, Krashen (1982) in Yoon (2004) strongly argue that teaching language structure is not crucial in language learning. Furthermore, Beale (2002) points out that language learning principle in CLT is underpinned into three categories: language based context, the necessary of natural communication and the importance of learner role in language teaching. Beale also claims that the major contribution of CLT in language teaching is based on the ‘PPP’ (presentation, practice, and production). Finally he said that the role of the teachers in language teaching is to provide opportunities as well as activities which encourage students to use language as a system of formal communication.
Teaching practice
In order to apply CLT approach in language teaching, it is necessary to boost teachers to use lots of communicative task such as role-play, game, simulation, debate, interview, oral presentation which attracts students to speak. In this case, Beale believes that such activities play central part for the students to interpreting, forecasting, defining, matching, arguing, sharing, repeating. In conjunction with students participatory, Burn and Joyce (1997:48) concede that ‘speaker must also manage discrete elements such as turn taking, rephrasing, providing feedback or redirecting therefore at the end of the conversation or any part of utterances may comprehensibly be achieved’. Furthermore Carter and McCarthy (1995) reveal that in teaching speaking one can apply several concepts such as ‘preparation, practice, evaluation, and extension’. This leads to positive outcome for the students to experience in language learning. According to Hiep (2007) applying CLT in the classroom may be ‘uniform’. However, she contends that these activities can be different depending on certain context and the purposes of activities.
One of pedagogical principles of CLT is bringing real life situation into classroom. Acording to Nunan (1989) in Hiep (2007) carrying out communicative activities, which is beneficial for motivating learners to speak, and presenting communicative based task may be administered using ‘authentic material and task based’. Teachers may have several strategies such as get to know their students and their needs, use visuals to support your instruction, model tasks before asking learners to do them, bring authentic materials to the classroom, and foster a safe classroom environment Florez and Burt (2001). There are many authentic materials which can be applied in communicative activities for instance teacher may ask the students to perform drama in a hotel or in a restaurant situation so one can be acted as a customer the other is as a receptionist. In this role teacher just gives a clue how to order menus, find hotel or book room. By having authentic language, students may have broader view about target language community.
In the beginning class, teachers are demanded to encourage students to speak in the classroom. Teacher may give a warming up such as asking the students weekend where, when, and how they spend their weekend. Students may be asked to give a summary of a reading text then giving an oral report based on reading text whereas the students can listen and ask a question about the topic. These pedagogical activities can help teacher to integrate four language skills directly in one occasion.
Teachers also may introduce interesting topics in class. In this case the students may choose their own topics such as daily activities, hobbies, favorite music, sports, and movies. These are very important for assisting the reluctant speaker to express their ideas because not all students can be interested to talk what they know. These activities are suitable for the beginner level however teachers may apply other activities in more advance learner. As a class monitor, teacher keeps watching students’ activities and giving feed back and at the end of the class dealing with grammatical errors, wrong pronunciation, and words diction.
Conclusion
In Conclusion, teaching foreign language needs to implement appropriate approach. CLT is recognized as an approach rather than method. In order to apply communicative or CLT approach, teacher may adapt some pedagogical activities such as ‘solving problem, asking favors, expressing feeling’ Yoon(2004). In speaking activities, grammar and writing occupy important position. However, less attention is given in communicative activities. Replacing grammar in communicative approach will narrow down the grammatical accuracy of the students in writing and speaking. To solve this problem, teachers may design their own strategy for instance integrating all language skills in one session in order that all language skills is well-achieved in language teaching.
References
Beale, J. (2002). Is Communicative Language Teaching a Thing of the Past?. [Online] http://www.jasonbeale.com/essaypages/clt_essay.html [August, 23 2008]
Brown, H.D. (2000). Principles of Language Learning and Teaching (4th Ed.): Toward a Principled Approach to Language Pedagogy. New York: Pearson Education
Burn, A., & Joyce, H., 1997. Focus on Speaking National Center for English Language Teaching and Research. [Online] (http:// www. nceltr. mq. edu. Av/ Focuspe. Htm [October, 03 2008]
Carter, M. & McCarthy. 1995. Grammar and Spoken Language: Analysis for Language Teachers. Applied Linguistic 16 (2), 141-158 New York: Cambridge University Press.
Farrel Thomas, S.C., & Jacobs G.M. (2003). Understanding and implementing the CLT Paradigm. [Online] http://rel.Sagepub.com [August, 28 2008]
Hiep, P.H. (2007). Communicative Language Teaching: Unity within diversity. [Online] http://www.fds.oup.com/pdf/eltcatalogue/0-19-442159-7-a.pdf [August, 29 2008]
Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice [On line] http://www-writing.berkeley.edu/TESl-EJ/ej09/r10.html [Sebtember,15 2008]
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle &Heinle
Florez, M.C, and Burt, W (2001). Beginning to Work with Adult English Language Learners: Some Considerations. [On line] http://www.marshalladulteducation.org/pdf/briefs/Beginning%20to%20Work%20with%20Adult%20English%20Language%20Learners.pdf [September, 15 2008]
Yoon K.E (2004). CLT Theories and Practices in EFL Curricula: A Case Study of Korea
[Online] http://www.asian.-efl-journal.com/september_04_yke.php [August, 23 2008]
It is only through approach and method that the teachers may suit their teaching goals, increase students’ performance, create dynamic classroom process. In achieving these targets, however, teachers need to understand about types of approach and method tailored best in their class room. In CLT, ‘language teaching focus on learning to communicate as opposed to learning a set of rules’ Yoon (2004:2) Therefore, It is the teachers’ awareness to highlight the importance of applying CLT approach in their language learning. This paper reflects the interrelated between approach to language pedagogy and CLT particularly discussing written summary 2 reading set 1.
Summary of reading
The collaboration between approach and classroom task is the main key in accomplishing dynamic classroom which beneficial for the students to obtain target language effectively Brown (2000). This means teachers can experience through their daily teaching and may determine the factors hindering the successful and unsuccessful students in using language as a tool of communication. In order to use language communicatively students should use language communicatively in classroom and outside classroom learning process.
In terms of approach to teaching, teachers traditionally stress on teaching small chunk of language such as how to master grammar and less attention is given to the communicative activities. In language classroom process students tend to study grammar than study other language component in the sense that students need to understand one before moving to the next Lewis (1997). Teachers’ role is extremely important in equipping students with ample knowledge. However, in reality teachers dominate the classroom and less attention for students to contribute to the process of learning, this is according to Nunan (1999) described as a high-structure teaching. Conversely, Nunan and Lamb (1996) in Nunan (1999, p. 74) discuss that ‘the low-structure teaching will lead the student to much involved in learning situation’.
In order to achieve students’ language proficiency, students should not only focus in language structure but also producing language communicatively Florez and Burst (2001). In conjunction to this, Richard and Rodgers (2001) in Jacob and Farrel (2003) assert that ‘Language is a system for expression of meaning’. This means that students should be given more time to express their ideas orally. Thus in CLT, language pedagogy is based on using language for communication rather than discussing a set of grammatical patterns Yoon (2004). In relation to this, Krashen (1982) in Yoon (2004) strongly argue that teaching language structure is not crucial in language learning. Furthermore, Beale (2002) points out that language learning principle in CLT is underpinned into three categories: language based context, the necessary of natural communication and the importance of learner role in language teaching. Beale also claims that the major contribution of CLT in language teaching is based on the ‘PPP’ (presentation, practice, and production). Finally he said that the role of the teachers in language teaching is to provide opportunities as well as activities which encourage students to use language as a system of formal communication.
Teaching practice
In order to apply CLT approach in language teaching, it is necessary to boost teachers to use lots of communicative task such as role-play, game, simulation, debate, interview, oral presentation which attracts students to speak. In this case, Beale believes that such activities play central part for the students to interpreting, forecasting, defining, matching, arguing, sharing, repeating. In conjunction with students participatory, Burn and Joyce (1997:48) concede that ‘speaker must also manage discrete elements such as turn taking, rephrasing, providing feedback or redirecting therefore at the end of the conversation or any part of utterances may comprehensibly be achieved’. Furthermore Carter and McCarthy (1995) reveal that in teaching speaking one can apply several concepts such as ‘preparation, practice, evaluation, and extension’. This leads to positive outcome for the students to experience in language learning. According to Hiep (2007) applying CLT in the classroom may be ‘uniform’. However, she contends that these activities can be different depending on certain context and the purposes of activities.
One of pedagogical principles of CLT is bringing real life situation into classroom. Acording to Nunan (1989) in Hiep (2007) carrying out communicative activities, which is beneficial for motivating learners to speak, and presenting communicative based task may be administered using ‘authentic material and task based’. Teachers may have several strategies such as get to know their students and their needs, use visuals to support your instruction, model tasks before asking learners to do them, bring authentic materials to the classroom, and foster a safe classroom environment Florez and Burt (2001). There are many authentic materials which can be applied in communicative activities for instance teacher may ask the students to perform drama in a hotel or in a restaurant situation so one can be acted as a customer the other is as a receptionist. In this role teacher just gives a clue how to order menus, find hotel or book room. By having authentic language, students may have broader view about target language community.
In the beginning class, teachers are demanded to encourage students to speak in the classroom. Teacher may give a warming up such as asking the students weekend where, when, and how they spend their weekend. Students may be asked to give a summary of a reading text then giving an oral report based on reading text whereas the students can listen and ask a question about the topic. These pedagogical activities can help teacher to integrate four language skills directly in one occasion.
Teachers also may introduce interesting topics in class. In this case the students may choose their own topics such as daily activities, hobbies, favorite music, sports, and movies. These are very important for assisting the reluctant speaker to express their ideas because not all students can be interested to talk what they know. These activities are suitable for the beginner level however teachers may apply other activities in more advance learner. As a class monitor, teacher keeps watching students’ activities and giving feed back and at the end of the class dealing with grammatical errors, wrong pronunciation, and words diction.
Conclusion
In Conclusion, teaching foreign language needs to implement appropriate approach. CLT is recognized as an approach rather than method. In order to apply communicative or CLT approach, teacher may adapt some pedagogical activities such as ‘solving problem, asking favors, expressing feeling’ Yoon(2004). In speaking activities, grammar and writing occupy important position. However, less attention is given in communicative activities. Replacing grammar in communicative approach will narrow down the grammatical accuracy of the students in writing and speaking. To solve this problem, teachers may design their own strategy for instance integrating all language skills in one session in order that all language skills is well-achieved in language teaching.
References
Beale, J. (2002). Is Communicative Language Teaching a Thing of the Past?. [Online] http://www.jasonbeale.com/essaypages/clt_essay.html [August, 23 2008]
Brown, H.D. (2000). Principles of Language Learning and Teaching (4th Ed.): Toward a Principled Approach to Language Pedagogy. New York: Pearson Education
Burn, A., & Joyce, H., 1997. Focus on Speaking National Center for English Language Teaching and Research. [Online] (http:// www. nceltr. mq. edu. Av/ Focuspe. Htm [October, 03 2008]
Carter, M. & McCarthy. 1995. Grammar and Spoken Language: Analysis for Language Teachers. Applied Linguistic 16 (2), 141-158 New York: Cambridge University Press.
Farrel Thomas, S.C., & Jacobs G.M. (2003). Understanding and implementing the CLT Paradigm. [Online] http://rel.Sagepub.com [August, 28 2008]
Hiep, P.H. (2007). Communicative Language Teaching: Unity within diversity. [Online] http://www.fds.oup.com/pdf/eltcatalogue/0-19-442159-7-a.pdf [August, 29 2008]
Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice [On line] http://www-writing.berkeley.edu/TESl-EJ/ej09/r10.html [Sebtember,15 2008]
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle &Heinle
Florez, M.C, and Burt, W (2001). Beginning to Work with Adult English Language Learners: Some Considerations. [On line] http://www.marshalladulteducation.org/pdf/briefs/Beginning%20to%20Work%20with%20Adult%20English%20Language%20Learners.pdf [September, 15 2008]
Yoon K.E (2004). CLT Theories and Practices in EFL Curricula: A Case Study of Korea
[Online] http://www.asian.-efl-journal.com/september_04_yke.php [August, 23 2008]
