An emphasis on Communicative Language Teaching (CLT) is well-establish terjemahan - An emphasis on Communicative Language Teaching (CLT) is well-establish Bahasa Indonesia Bagaimana mengatakan

An emphasis on Communicative Langua

An emphasis on Communicative Language Teaching (CLT) is well-established in many
MFL ITE programmes in different contexts as a reflection of CLT approaches in schools
(see, for example, Pachler, Barnes and Field 2009). The ‘brand’ of CLT that has come to
dominate in secondary schools is the so-called ‘weak’ model whereby, although the essentially communicative purpose of learning an MFL is acknowledged, grammar is often foregrounded and taught in an explicit, teacher-led, systematic way via the ‘classic lesson
structure’ of Presentation/Practice/Production (PPP) (Klapper 2003).

TBLT, in contrast to PPP, is built on a learner-centred and experiential premise that ‘the
most effective way to teach a language is by engaging learners in real language use in the
classroom … by designing tasks – discussions, problems, games and so on – which require
learners to use language for themselves’ (Willis and Willis 2007: 1). Several theoretical
definitions of ‘task’ for the purposes of TBLT have been published (e.g. Ellis 2009;
Samuda and Bygate 2008; Willis and Willis 2007), each of which emphasises, among
other things, a primary focus on meaning (rather than grammatical form) and a specific
outcome beyond the use of language (rather than merely practising an explicit [formal]
aspect of language).

The phenomenon of TBLT has been gaining momentum since the 1980s and is now
acknowledged in many contexts worldwide as ‘a potentially very powerful language pedagogy’ (Van den Branden, Bygate and Norris 2009: 1). Nevertheless, there are challenges to
the realisation of its power. Its relative newness effectively places TBLT into the category of
innovation and its apparently radical departure from more conventional CLT approaches
has led to questioning of its viability for school MFL programmes (Bruton 2005;
Klapper 2003; Swan 2005). In other words, although there may be ‘global interest in the
value of TBLT to foster worthwhile language learning’ (Norris 2009: 578), the notion of
TBLT ‘comes with a price. It counters our traditions of practice, requires rethinking the out-comes of our programmes and implies an overhaul of the teaching and testing that is going
on in many language classrooms’ (591).
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An emphasis on Communicative Language Teaching (CLT) is well-established in manyMFL ITE programmes in different contexts as a reflection of CLT approaches in schools(see, for example, Pachler, Barnes and Field 2009). The ‘brand’ of CLT that has come todominate in secondary schools is the so-called ‘weak’ model whereby, although the essentially communicative purpose of learning an MFL is acknowledged, grammar is often foregrounded and taught in an explicit, teacher-led, systematic way via the ‘classic lessonstructure’ of Presentation/Practice/Production (PPP) (Klapper 2003).TBLT, in contrast to PPP, is built on a learner-centred and experiential premise that ‘themost effective way to teach a language is by engaging learners in real language use in theclassroom … by designing tasks – discussions, problems, games and so on – which requirelearners to use language for themselves’ (Willis and Willis 2007: 1). Several theoreticaldefinitions of ‘task’ for the purposes of TBLT have been published (e.g. Ellis 2009;Samuda and Bygate 2008; Willis and Willis 2007), each of which emphasises, amongother things, a primary focus on meaning (rather than grammatical form) and a specificoutcome beyond the use of language (rather than merely practising an explicit [formal]aspect of language).The phenomenon of TBLT has been gaining momentum since the 1980s and is nowacknowledged in many contexts worldwide as ‘a potentially very powerful language pedagogy’ (Van den Branden, Bygate and Norris 2009: 1). Nevertheless, there are challenges tothe realisation of its power. Its relative newness effectively places TBLT into the category ofinnovation and its apparently radical departure from more conventional CLT approacheshas led to questioning of its viability for school MFL programmes (Bruton 2005;Klapper 2003; Swan 2005). In other words, although there may be ‘global interest in thevalue of TBLT to foster worthwhile language learning’ (Norris 2009: 578), the notion ofTBLT ‘comes with a price. It counters our traditions of practice, requires rethinking the out-comes of our programmes and implies an overhaul of the teaching and testing that is goingon in many language classrooms’ (591).
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Penekanan pada Komunikatif Pengajaran Bahasa (CLT) adalah mapan di banyak
program MFL ITE dalam konteks yang berbeda sebagai cerminan dari CLT pendekatan di sekolah-sekolah
(lihat, misalnya, Pachler, Barnes dan Lapangan 2009). The 'merek' dari CLT yang telah datang untuk
mendominasi di sekolah menengah adalah yang disebut Model 'lemah' yang mana, meskipun tujuan dasarnya komunikatif pembelajaran suatu MFL diakui, tata bahasa sering dikedepankan dan diajarkan dalam eksplisit, dibimbing guru , sistematis melalui 'klasik pelajaran
struktur' Penyajian / Praktek / Produksi (PPP) (Klapper 2003). TBLT, berbeda dengan PPP, dibangun di atas premis berpusat pada peserta didik dan pengalaman bahwa 'cara yang paling efektif untuk mengajarkan bahasa adalah dengan melibatkan peserta didik dalam penggunaan bahasa nyata dalam kelas ... dengan merancang tugas - diskusi, masalah, permainan dan sebagainya - yang memerlukan peserta didik untuk menggunakan bahasa untuk diri mereka sendiri '(Willis dan Willis 2007: 1). Beberapa teori definisi 'tugas' untuk tujuan TBLT telah dipublikasikan (misalnya Ellis 2009; Samuda dan Bygate 2008; Willis dan Willis 2007), yang masing-masing menekankan, antara lain, fokus utama pada makna (bukan bentuk gramatikal ) dan spesifik hasil luar penggunaan bahasa (bukan hanya berlatih sebuah [resmi] eksplisit aspek bahasa). Fenomena TBLT telah mendapatkan momentum sejak 1980-an dan kini diakui dalam banyak konteks seluruh dunia sebagai 'berpotensi sangat kuat bahasa pedagogi '(Van den Branden, Bygate dan Norris 2009: 1). Namun demikian, ada tantangan untuk realisasi kekuatannya. Its relatif kebaruan secara efektif menempatkan TBLT ke dalam kategori inovasi dan keberangkatan ternyata radikal dari pendekatan CLT lebih konvensional telah menyebabkan mempertanyakan kelayakan untuk program MFL sekolah (Bruton 2005; Klapper 2003; Swan 2005). Dengan kata lain, walaupun mungkin ada 'kepentingan global dalam nilai TBLT untuk mendorong pembelajaran bahasa berharga' (Norris 2009: 578), gagasan TBLT 'datang dengan harga. Ini counter tradisi kita praktek, memerlukan pemikiran ulang yang keluar-masuk dari program kami dan menunjukkan perbaikan dari pengajaran dan pengujian yang akan di di banyak kelas bahasa '(591).



















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