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The Essentials of A Comummunicative Curriculumin Language Teaching
The Essentials of A Comummunicative Curriculumin Language Teaching
PRELIMINARY
A. Background of The Problem
Any teaching curriculum is designed in answer to three interrelated
questions: What is to be learned? How is the learning to be undertaken and
achieved? To what extent is the former appropriate and the latter effective? A
communicative curriculum will place language teaching within the framework
of this relationship between some specified purposes, the methodology which
will be the means towards the achievement of those purposes, and the
evaluation procedures which will assess the appropriateness of the initial
purposes and the effectiveness of the methodology.
This paper presents the potential characteristics of communicative
language teaching in terms of such a curriculum framework. It also proposes
a set of principles on which particular curriculum designs can be based for
implementation in particular situations and circumstances. The diagram
summarises the main areas with which this paper will deal. In discussing the
purposes of language teaching, we will consider (1) communication as a
general purpose, (2) the underlying demands on the learner that such a
purpose may imply, and (3) the initial contributions which learners may bring
to the curriculum. In discussing the potential
methodology of a
CHAPER II
DISCUSSION
A. What is the purpose of the curriculum?
The communicative curriculum defines language learning as learning
how to communicate as a member of a particular socio-cultural group. The
social conventions governing language form and behaviour within the group
are, therefore, central to the process of language learning. In any
communicative event, individual participants bring with them prior
knowledge of meaning and prior knowledge of how such meaning can be
realised through the conventions of language form and behaviour. 2 Since
communication is primarily interpersonal, these conventions are subject to
variation while they are being used.
is a
in terms
of a particular
target
learning
knowledge of
the
performance.
to
communicate
conventions
In addition,
which
involves
govern
acquiring
communicative
implies the
the
knowledge systems and the abilities which call upon and act upon that
knowledge. These abilities can be distinguished within competence more
precisely. In order to share meaning, the individual participant needs to be
able to interpret the meanings of others and to express his own meanings.
However, such interpretation and expression.
will most often take place in the context of interpersonal and
personal negotiation. The ability to negotiate operates between participants
curriculum
is
the participants
language
and abilities which underlie it. A second principle is that the learner's
process competence needs to
is often
learning
seen as problematic
methodology
strategies.
of this
the learning
Teachingcontext
The communicative curriculum seeks to exploit the classroom in
terms of what it can realistically offer as a resource for learning. This
would not necessarily mean changing or disguising the classroom in the
hope that it will momentarily serve as some kind of 'communicative
situation' resembling situations in the outside world. The classroom itself
is a unique social environ ment with its own human activities and its own
conventidns governing these activities. It is an environment where a
particular social-psychological and cultural reality is constructed. This
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itself,
and
the
prior
constraints
of
classroom
an
latter role is closely related to the objective of the first role and it arises
from it. These roles imply a set of secondary roles for the teacher: first,
as an organiser of resources and as a resource himself.
Second, as a guide within the classroom procedures and activities.
In this role the teacher endeavours to make clear to the learners what they
need to do in order to achieve some specific activity or task, if they
indicate that such guidance is necessary. This guidance role is ongoing
and largely unpredictable, so the teacher needs to share it with other
learners. Related to this, the teacher-and other learners-can offer
and seek feedback at appropriate moments in learning-teaching activities.
In guiding and monitoring the teacher needs to be a 'seer of potential'
with the aim of facilitating and shaping in dividual and group
knowledgeand exploitation of abilities during learning. In this way the
teacher will be concentrating on the process competences of the learners.
2. The Learner
Regardless of the curriculum in which they work and regardless of
whether nor not they are being taught, all learners of a language are
confronted by the task of discovering how to learn the language. All
learners will start with differing expectations about the actual learning,
but each individual learner will be required to adapt and continually
readapt in the process of relating himself to what is being learned. The
knowledge will be redefined as the learner uncovers it, and,
in
part
'grammaticality',
of
communicative
'appropriateness',
interaction
'intelligibility',
itself.
and
We
judge
'coherence'
in
10
of
the
original
criteria.
three-stage process: (i) What might 'success' mean? (ii) Is the learner's
performance of the task successful? (iii) If so, how successful is it? Each
stage would be a matter for communication. Instead of the teacher being
obliged to teach towards some externally imposed criteria manifested most
often by some external examination or standardised test-he can exploit the
interpretation of these external or standardised criteria as part of the joint
negotiation within the classroom. The group's
communicative
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communicative process
CHAPTER III
CLOSING
A. Conclusion
The communicative curriculum defines language learning as learning
how to communicate as a member of a particular socio-cultural group. The
social conventions governing language form and behaviour within the group
are, therefore, central to the process of language learning. In any
communicative event, individual participants bring with them prior
knowledge of meaning and prior knowledge of how such meaning can be
realised through the conventions of language form and behaviour. 2 Since
12
in terms
of a particular
target
FOREWORD
Assalamualaikum warahmatullahi wabarakatuh
Praise and thanksgiving authors say over the presence of God Almighty,
for His grace, His taufiq and guidance was, I can finish this paper. This paper is
intended to fulfill the first task of the author in this course, which can thank God
the author completed on time. Authors say thank you to those who have helped in
the completion of this paper.
Hopefully this paper can be useful not only for authors, but also for those
who deign to take the time to read this paper. Given the limitations of the writer as
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an ordinary man who did not escape the errors and sins, the authors realized that
this paper is very far from perfect. Therefore, criticism and constructive
suggestions very authors expect. So that the future can be better writers. Wrong
and make mistakes authors apologize. to God, the author of forgiveness.
Wassalammu'alaikum warahmatullahi wabarakatuh.
Bengkulu, 2016
Author
LIST OF CONTENTS
i
TITLE PAGE
FOREWORD..................................................................................................i
LIST OF CONTENTS....................................................................................ii
CHAPTER I PRELIMINARY
A. Background...........................................................................................1
B. Problem Identification..........................................................................2
C. Purpose.................................................................................................2
14
CHAPTER II DISCUSION
A.
B.
C.
D.
9
F. What is the role of content within a communicative methodology?......10
G. How is the curriculum process to be evaluated?....................................10
H. Achieving Communicative Language Teaching....................................12
ii
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