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Communicative language teaching (CLT)

Communicative language teaching (CLT) refers to both processes and
goals in classroom learning. The central theoretical concept in communica-tive  language  teaching  is ‘‘communicative  competence,’’  a  term  introduced
into discussions of language use and second or foreign language learning in
the early 1970s (Habermas 1970; Hymes 1971; Jakobovits 1970; Savignon 1971).
Competence is defined in terms of the expression, interpretation, and negotia-tion  of  meaning  and  looks  to  both  psycholinguistic  and  sociocultural  per-spectives  in  second  language  acquisition  (SLA) research  to  account  for  its development (Savignon 1972, 1997). Identification of learners’ communica-tive needs provides a basis for curriculum design (Van Ek 1975).
Understanding of CLT can be traced to concurrent developments in Eu-rope and North America. In Europe, the language needs of a rapidly increas-ing  group  of  immigrants  and  guest  workers,  and  a  rich  British  linguistic
tradition  that  included  social  as  well  as  linguistic  context  in  description
of  language  behavior,  led  the  Council  of  Europe  to  develop  a  syllabus  for
learners based on notional-functional concepts of language use. The syllabus
was derived from neo-Firthian systemic or functional linguistics, in which
language  is  viewed  as  ‘‘meaning  potential,’’  and  the  ‘‘context  of  situation’’
(Firth  1937;  Halliday  1978)  is  viewed  as  central  to  understanding  language
systems  and  how  they  work.  The  syllabus  described  a  threshold  level  of............................

PENJELASAN DI ATAS ADALAH GAMBARAN UMUM UNTUK INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK PEMESANAN

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