- Teks
- Sejarah
ConclusionsSince its inception in t
Conclusions
Since its inception in the 1970s, communicative language teaching has passed through a number of different phases. In its first phase, a primary concern was the need to develop a syl- labus and teaching approach that was compatible with early conceptions of communicative competence. This led to proposals for the organization of syllabuses in terms of functions and notions rather than grammatical structures. Later the focus shifted to procedures for iden- tifying learners’ communicative needs and this resulted in proposals to make needs analysis an essential component of communicative methodology. At the same time methodologists focused on the kinds of classroom activities that could be used to implement a communica- tive approach, such as group work, task work, and information-gap activities.
Today CLT can be seen as describing a set of core principles about language learning and teaching, as summarized above, assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning.
Some focus centrally on the input to the learning process. Thus content-based teaching stress- es that the content or subject matter of teaching drives the whole language learning process. Some teaching proposals focus more directly on instructional processes. Task-based instruc- tion for example, advocates the use of specially designed instructional tasks as the basis of learning. Others such as competency-based instruction and text-based teaching focus on the outcomes of learning and use outcomes or products as the starting point in planning teach- ing. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching.
Since its inception in the 1970s, communicative language teaching has passed through a number of different phases. In its first phase, a primary concern was the need to develop a syl- labus and teaching approach that was compatible with early conceptions of communicative competence. This led to proposals for the organization of syllabuses in terms of functions and notions rather than grammatical structures. Later the focus shifted to procedures for iden- tifying learners’ communicative needs and this resulted in proposals to make needs analysis an essential component of communicative methodology. At the same time methodologists focused on the kinds of classroom activities that could be used to implement a communica- tive approach, such as group work, task work, and information-gap activities.
Today CLT can be seen as describing a set of core principles about language learning and teaching, as summarized above, assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning.
Some focus centrally on the input to the learning process. Thus content-based teaching stress- es that the content or subject matter of teaching drives the whole language learning process. Some teaching proposals focus more directly on instructional processes. Task-based instruc- tion for example, advocates the use of specially designed instructional tasks as the basis of learning. Others such as competency-based instruction and text-based teaching focus on the outcomes of learning and use outcomes or products as the starting point in planning teach- ing. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching.
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KesimpulanSejak dimulai pada tahun 1970, pengajaran bahasa komunikatif telah melewati beberapa tahap different. Fase posisi, perhatian utama adalah kebutuhan untuk mengembangkan syl-labus dan mengajar pendekatan yang kompatibel dengan konsepsi awal kompetensi komunikatif. Hal ini menyebabkan proposal untuk organisasi syllabuses dalam hal fungsi dan pengertian daripada struktur gramatikal. Kemudian fokus bergeser ke prosedur untuk kebutuhan komunikatif iden-tifying didik dan ini mengakibatkan proposal untuk membuat analisis kebutuhan komponen penting dari metodologi yang komunikatif. Pada saat yang sama methodologists terfokus pada jenis-jenis kegiatan kelas yang dapat digunakan untuk menerapkan pendekatan komunikasi-tive, kerja kelompok, tugas kerja dan kesenjangan informasi kegiatan.Hari CLT dapat dilihat sebagai menggambarkan satu set dari prinsip-prinsip inti tentang bahasa belajar dan mengajar, sebagai diringkas di atas, asumsi yang dapat diterapkan dalam cara different dan yang menangani aspek different proses pembelajaran.Beberapa fokus sentral pada input ke proses pembelajaran. Dengan demikian stres mengajar konten berbasis-es bahwa konten atau subjek ajaran drive belajar bahasa seluruh proses. Beberapa proposal pengajaran fokus lebih langsung pada proses pembelajaran. Berbasis tugas instruc-tion misalnya, pendukung penggunaan tugas-tugas instruksional yang dirancang khusus sebagai dasar suatu pembelajaran. Lain seperti instruksi berbasis kompetensi dan pengajaran berbasis teks fokus pada hasil dari hasil-hasil pembelajaran dan penggunaan atau produk sebagai titik awal dalam perencanaan mengajar-ing. Hari CLT terus dalam bentuk klasik seperti yang terlihat di kisaran besar tentu saja buku dan sumber-sumber pengajaran lainnya yang mengutip CLT sebagai sumber metodologi mereka. Selain itu, ini memiliki banyak bahasa lain pendekatan pembelajaran yang berlangganan serupa filsafat pengajaran bahasa influenced.
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Conclusions
Since its inception in the 1970s, communicative language teaching has passed through a number of different phases. In its first phase, a primary concern was the need to develop a syl- labus and teaching approach that was compatible with early conceptions of communicative competence. This led to proposals for the organization of syllabuses in terms of functions and notions rather than grammatical structures. Later the focus shifted to procedures for iden- tifying learners’ communicative needs and this resulted in proposals to make needs analysis an essential component of communicative methodology. At the same time methodologists focused on the kinds of classroom activities that could be used to implement a communica- tive approach, such as group work, task work, and information-gap activities.
Today CLT can be seen as describing a set of core principles about language learning and teaching, as summarized above, assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning.
Some focus centrally on the input to the learning process. Thus content-based teaching stress- es that the content or subject matter of teaching drives the whole language learning process. Some teaching proposals focus more directly on instructional processes. Task-based instruc- tion for example, advocates the use of specially designed instructional tasks as the basis of learning. Others such as competency-based instruction and text-based teaching focus on the outcomes of learning and use outcomes or products as the starting point in planning teach- ing. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching.
Since its inception in the 1970s, communicative language teaching has passed through a number of different phases. In its first phase, a primary concern was the need to develop a syl- labus and teaching approach that was compatible with early conceptions of communicative competence. This led to proposals for the organization of syllabuses in terms of functions and notions rather than grammatical structures. Later the focus shifted to procedures for iden- tifying learners’ communicative needs and this resulted in proposals to make needs analysis an essential component of communicative methodology. At the same time methodologists focused on the kinds of classroom activities that could be used to implement a communica- tive approach, such as group work, task work, and information-gap activities.
Today CLT can be seen as describing a set of core principles about language learning and teaching, as summarized above, assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning.
Some focus centrally on the input to the learning process. Thus content-based teaching stress- es that the content or subject matter of teaching drives the whole language learning process. Some teaching proposals focus more directly on instructional processes. Task-based instruc- tion for example, advocates the use of specially designed instructional tasks as the basis of learning. Others such as competency-based instruction and text-based teaching focus on the outcomes of learning and use outcomes or products as the starting point in planning teach- ing. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching.
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