a) Identify the theory
behind communicative language teaching (CLT).
·
Spada
& Savignon’s article
CLT is defined as a meaning-based,
learner-centered approach to L2 teaching where fluency gives priority over
accuracy which emphasizing comprehension and production of messages, not the
teaching or correction of language form. In contrast to that, CLT is also said
as an approach to L2 instruction which is primarily meaning-based and
encompasses attention to both fluency and accuracy. Thus, the presence or
absence of attention to language form is the main difference between the two
definitions of CLT.
Spada’s
article mentioned that CLT is influenced by Hymes' theory of communicative
competence. He believes that knowing a
language includes more than a knowledge of the rules of grammar (i.e.
Linguistic competence) but also a knowledge of the rules of language use (i.e.
Communicative competence). This communicative competence theory is to broaden
the current conceptualizations of language which is proposed by Chomsky (1957)
on the linguistic competence theory. Communicative competence theory will focus on
the accurate use of grammatical forms in L2 teaching because knowledge of a
language (first or second) includes knowing how to use the forms appropriately in
different contexts. Based on the linguistic theories of Firth (1957), Austin
(1962), Searle (1969), and Halliday (1973), consistently involved formal and
semantic features within their conceptualization of language and language
teaching. The investigations on two related hypotheses of SLA which are the
comprehensible input hypothesis (Krashen, 1984b) and the interactionist
hypothesis (Long, 1983, 1996) also enhance our understanding about CLT. Both
concentrate on the central role of meaningful communication in language
acquisition.
Savignon’s article stated that Hyme’s communicative competence theory is to represent the
use of language in social context, which means the observance of
sociolinguistic norms of appropriateness. His concern with speech communities
and the integration of language, communication, and culture is equal to
Halliday’s as his focus is language as social behavior and not language
learning. Savignon (1972) used the term communicative competence to distinguish
the ability of language learners to interact with other speakers, to make
meaning, as distinct from their ability to perform on discrete-point tests of
grammatical knowledge. CLT is seen as to be derived from a multidisciplinary perspective
that includes, at least, linguistics, psychology, philosophy, sociology, and
educational research.
Four
components of communicative competence:
a.
Linguistic
competence (grammar, phonology, lexis)
b.
Pragmatic
competence (cohesion and coherence)
c.
Sociolinguistic
(formal and informal)
d.
Strategic
competence (compensatory strategies)
b) State the implications of
communicative language teaching towards materials development.
Since CLT contained
different definitions and interpretations of the communicative approach to
second language (L2) instruction, this has created in several misconceptions on
how it is implemented in the L2 classroom. There is no exact answer to what is communicative
language teaching (CLT). It really depends on whom we ask regarding their ideas
on what it is all about. Different individuals will come up with many different
and supportive opinions. However, most experienced linguists will have the
general answers where they are in the opinion that CLT is a meaning-based,
learner-centered, and the emphasis is mainly on the comprehension and the
production of messages, not the teaching or correcting language structure.
The implications of CLT
towards the materials development is that it can depict the authenticity of
the materials with the teaching and learning process that happens in the
classrooms. Authenticity is one of the important elements as it shows the
connections between the real-world situation and in the classrooms where
teaching and learning occur. The theories of CLT help to guide in the process
of developing the materials. Besides that, it can demotivate the learners as
the materials involved might not achieve the level of suitability of the learners.
The materials should suit the learner’s proficiency level to ensure the process
of delivering the knowledge is successful.
c) Locate principles supporting CLT
within the KBSM English Language Curriculum and F1 English Language.
The principle which supported the CLT
theory in the KBSM English Language Curriculum is 7.0 – Preparation for the
real world: The curriculum aims to prepare the student to be able to face the
real world. This is done by preparing a more authentic material. It claimed
that the learner will be able to communicate within their social context.
However this is not really what had been achieved as the curriculum seems to be
exam-oriented rather than learning-oriented.
d) Identify general categories and
specific items to evaluate chapters in a Malaysian English Language textbook
The general categories in evaluation of
chapters in a textbook are [1] Pre-use evaluation: during this time, we
predict the potential value of the chapters. It would require the teacher to do
quick observation of the chapters means that they need to come up with an
impression regarding the particular chapters [2] While-use evaluation: This
stage measures the value of the chapters while being used or observing it react
in teaching and learning context. It would include the effect toward the
learners and also the easiness of teaching the chapters. [3] Post-use
evaluation: This is the most important yet forgotten stages. In this period, it
will allow the actual assessment of the chapters; is it teachable by itself or
do it require the integration of other side materials?
The item which may be applied to do
an evaluation for the Malaysian English Language Textbook would include usage of
the checklist. The checklist is useful as it suggests the criteria which should be exist
in a textbook. It is holistic as it evaluates the chapter based on the
objective aspect [systematicness] and also the subjective aspect [impression,
feedback] of it.
Reflection:
For
this task, reading these two articles, Spada & Savignon’s, are not easy
because there are many perspectives which need to be taken into consideration. Different
perceptions of CLT really put me into a state where I must read the texts
carefully to avoid misconception. As a pre-service teacher, I believe that
communicative language teaching is an approach that should focus on language
form other than both fluency and accuracy in second language acquisition. In
the classroom, teachers should play their role to encourage students’
involvement in communication.
Since
there is no perfect approach to teach, I suggest that we can actually apply two
types of teaching by looking in depth into the level of language proficiency
among students. In a communicative-based classroom, it is important to make
sure that the designed activities are able to make the students understand
important points in that particular topic through the negotiation of meaning
and information sharing. In order to communicate effectively, I cannot agree
more with Brown (1993) that one must have language accuracy because to be
fluent, it takes into account of one’s ability to produce comprehensible
utterances or output. Authentic
materials and tasks connect the classroom and the outside world but as a
pre-service teacher, it is crucial to fit the materials to the learner’s
proficiency level and interest, not to mention the social context.
