1. CURRENT TRENDS IN COMMUNICATIVE LANGUAGE TEACHING
RENA LYSTYA NINGRUM
DINA NOVITA WIJAYANTI
KHARISMA CLEVERIAN
HESNY NENO

2. In 1990s, communicative approach has been widely implemented
It describes a set of very general principles grounded in the notion of communicative competence

3. Communicative competence
Communicative syllabus and methodology
The goal of second and foreign language teaching
The way of achieving the goal

4. Communicative language teaching
To evolve our understanding of the processes of second language learning

5. CURRENT COMMUNICATIVE LANGUAGE TEACHING
THEORY
PRACTICE
A number of different educational paradigms and traditions
There is no single or a set of practices that characterize current communicative language teaching X

6. Depending on teaching context
THE APPLICATION OF CLT
Depending on teaching context
The age of the learners
A SET OF GENERALLY AGREED UPON PRINCIPLES CAN BE APPLIED IN DIFFERENT WAYS
The learners’ level
The students’ goals

7. TEN CORE ASSUMPTIONS OF CURRENT CLT1
Second language learning is facilitated when learners are engaged in interaction and meaningful communication 2
Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful intrapersonal exchange 3
Meaningful communication results from students processing content that is relevant, purposeful, interesting and engaging 4
Communication is a holistic process that often calls upon the use of several language skills or modalities
Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules of language use and organization, as well as by those involving language analysis and reflection 5

8. The role of teacher in language classroom as facilitator6
Language learning is gradual process that involves creative use of language and trial and error 7
Learners develop their own routes to language learning, progress different rates and have different needs and motivations for language learning 8
Successful language learning involves the use of effective learning and communication strategies 9
The role of teacher in language classroom as facilitator 10
The classroom is a community where learners learn through collaboration and sharing

9. THE CHARACTERISTICS OF CLASSROOM ACTIVITIES
They seek to develop students’ communicative competence through linking grammatical development to the ability to communicate
They create the need for communication, interaction and negotiation of meaning through the use of activities such as problem solving, information sharing and role play
They provide opportunities for both inductive as well as deductive learning of grammar
They make use of content that connects to students’ lives and interest

10. CONTINUED
They allow students to personalize learning by applying what they have learned to their own lives
Classroom materials typically make use of authentic texts to create interest and to provide valid models of language

11. KEY COMPONENTS IN CLT Focusing on social learning than individuals
Focusing on process-oriented than products-oriented
Focusing on learner-centered than teacher-centered
Emphasizing on holistic learning by connecting the school with the world
Focusing on internal than outside the classroom in research and theory building
Focusing on the study of individual differences

12. Helping students to understand the purpose of learning and develop it
Focusing on a whole-to-part than a part-to-whole approach
Emphasizing on the meaning than drills
Focusing on life-long learning process

13. Eight Major Changes in CLT11
Learner authonomy
Learners choose their own learning both content and process 2
The social nature of learning
Learning is a social activity which depends on interaction with others 3
Curricular integration
English is not stand alone but linked to others subjects in the curriculum

14. 4
Focus on meaning
Learning activities are about exploration of meaning through content-based teaching 5
Learners learn in different ways and have different stengths to develop their learning strategies
Diversity 6
Thinking skill
Learners develop critical and creative thinking to apply in real life situation

15. Teachers as co-learners7
Using multiple forms of assessment such as observation, interviews, journals and port folios to measure leraners’ comprehension
Alternative assessment 8
Teachers as co-learners
the facilitator to try out different alternatives constantly

16. THANK YOU