Compiled by
I WAYAN DARMAYASA
ENGLISH DEPARTEMENT FACULTY OF LETTERS
WARMADEWA UNIVERSITY
2011
FOREWORD
I would like to thank to Ida Sang Hyang Widhi Wasa, for His nice blessing that this paper could be completed in proper time. This paper is task to complete learning process in university, particularly in Warmadewa University. And for the subject lesson ‘Applied Linguistic’
The title of this paper is LANGUAGE TEACHING, which are the references is taken from internet and is compiled as one of the paper. The paper is consisting of the materials and subject lesson which has connect to language teaching and explanations about it. I do hope this paper can be used in daily life and it can be improve the teaching and learning process.
Finally I would like to say thank to any parties for the constructive criticism and suggestion for the improvement of this paper.
Gianyar, November 11, 2011
The Writer
TABLE OF CONTENT
Foreword……………………………………………………………………………….. i
Chapter 1, LANGUAGE TEACHING………………………………………………… 1
1.1 What Language Teaching Is………………………………………………………...1
1. 2 Language and communication…………………………………………………1
1. 3 The relationship between language and communication………………………1
Chapter 2, Communicative Language Teaching………………………………………..2
2.1 The Basic Principles of Communicative Language Teaching …………………2
Reference………………………………………………………………………………..4
Chapter 1
LANGUAGE TEACHING
1. 1 What Language Teaching Is
Language teaching is an essential resource for those in the field of second and foreign language education: researches, teachers, teacher educators, students, policy maker. Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Therefore there are a lot of methods for teaching, for instant language teaching by media audio and video visual, use games and equipments for supporting the learning process. All the method of teaching purpose that students need to understand the meaning and the communicative function of a language in order to learn the language.
1. 2 Language and communication
Communication is the activity of expressing ideas and feelings, or of giving people information.
Language is the system of communication in speech and writing that is used by people.
1. 3 The relationship between language and communication:
· Language is communication.
Language is used to communicate something, in daily life language is most important, indeed it is in all likelihood most commonly used language function by majority of speakers. Requesting, apologizing, informing, ordering as well as promising and refusing are all reasons for communicating ideas. In teaching language is the media for teacher to bring the materials which has to given to the students.
· Communicative acts do not always need words.
It means that there is communicative act is not use language as a media, it calls body language, in language teaching body language to convey meaning-simultaneously combining hand shapes, orientation and movement of the hands, arms, body and facial expressions to fluidly express a speaker thoughts. These are used to teach people who can’t speak or for deaf students.
· Our aim is to develop the ability and the skills to communicate through language.
If someone understands a language and can use it as tools to learn something, which is a knowledge, skills, and cultures. It can be easy to improve ability in each part.
Chapter 2
Communicative Language Teaching (CLT)
2.1 The Basic Principles of Communicative Language Teaching
Principle 1:
Teach communicative competence: grammatical competence plus the ability to use grammar appropriately.
Whereas grammatical competence implies the ability to use the linguistic items correctly, communicative competence in addition involves the appropriate use of grammar.
Definition: Appropriateness is the ability to use language that is suitable for the particular situation.
Principle 2:
Practice functions and forms in context-rich environments.
Meaning is expressed through functions and manifests itself in forms.
Function is the purpose for which a language utterance is used in speech or writing.
Form is the means by which a language utterance is used in speech or writing.
“Any individual sentence can be used to perform virtually any function in the language and consequently any function may take a variety of forms.” (David Wilkins)
Language teaching which practices linguistic items in meaningless situations is literally meaning-less. CLT, as opposed to traditional language teaching, is bound to be context-rich.
Principle 3:
Make sure there are genuine needs, genuine partners and information gaps in the classroom.
According to CLT, communication is elicited by needs, partners and information gaps.
An information gap occurs in a situation where information is known by only some of the interlocutors.Moreover, CLT claims that the classroom provides ample opportunity to create communicative situations.
Principle 4:
Give priority to fluency over accuracy.
Accuracy is the ability to use the language correctly.
Fluency is the ability to use the language spontaneously and effectively.
As opposed to traditional methods, CLT regards fluency is the basic aim of language teaching, and thus fluency practice should precede accuracy practice.
During fluency practice errors should be left uncorrected, as a rule.
Principle 5:
Adopt a learner-centered attitude
A learner-centered attitude means that the teacher regards her students as partners.
The teacher’s role changes in the three stages of the language teaching operation.
In the presentation stage, she acts as an informant;
In the practice stage, as a conductor;
In the production stage, she is rather a guide and a co-communicator.
REFERENCES
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