THE USING OF COMMUNICATIVE LANGUAGE TEACHING APPROACH IN TEACHING SPEAKING

1. How effective are CLT activities ( language games, role plays, problem-solving tasks, information gaps, and interviews) used in class on improving students’ communicative competence?

Every people who meet each other will speak a language to prove that they are exists in their community. There are five components of speaking skill concerned with comprehension, grammar, vocabulary, pronunciation, and fluency that may be assessed: (1) comprehension, for oral communication certainly requires a subject to respond to speech as well as to initiate it; (2) grammar, it is needed for students to arrange a correct sentence in conversation; (3) vocabulary, it means the appropriate choice of words which is used in communication; (4) pronunciation, it is the way for students to produce clearer language when they speak. and; (5) fluency, it can be defined as the ability to speak fluently and accurately (Mora,2010, Syakur, 1987 cited in

Spoken language is used everywhere in our lives yet for different purposes. With schools being an organization of varying ages, status and purposes teachers require spoken language to: teach, display their authority; to students and colleagues alike, yet to also create and maintain rapport amongst one another.

In the classroom where formal learning takes place, learners are engaged in a lot of listening and speaking activities. The quality of listening and speaking activities affects the quality of learners’ communication competence. This somehow affects succeeding tasks that are dependent on the speaking and listening skills. A teacher may favor more activities on reading, writing and listening skills to reduce the classroom noise but it is equally vital to provide speaking activities as the development of the speaking skill is invaluable in the everyday interactions with people and eventually in the workplace.

Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to

More than 90% of the students at both levels believed that the communicative teaching approach focuses on speaking skills (because students are exposed to various communicative activities, such as group discussions, role playing, and debating). However, the components of communicative competence, which are linguistic, sociolinguistic, discourse and strategic competence (Dai & Chen, 2008; Hedge, 2000), and the purpose of CLT are far more complicated While Looking at English language as the accepted international means of communication and thus become the second language of non-English speaking countries, educators and governments in East Asian countries are intensively addressing the need to increase the number of people in their population who can communicate effectively in

The vast majority of the teachers participated in the interview claimed that they adopt indirect, functional and inductive language teaching approach in which students are engaged in lesson activities and asked to think about them to induce the rule, so they can learn independently, and achieve communicative competence through integrated grammar and communication (Ellis, 2006).

Being able to include activities that are helpful for every single one of our students and that meet their different needs in our daily lesson plans is one of the challenges that English teachers have to face every day. Consequently, the goal of this essay will be to give a useful explanation about each language skill and how they are affected by the different classroom approaches teachers use through the process of learning English.

This method has its roots in communicative language approach where teaching is done completely through communicative tasks rather than focusing on grammatical

One of language skills which must be mastered in communication is the result of learning in expressing and developing ideas into written form, idea and notion. The idea is then developed in the form of a series of sentences. Results of writing activities are to be read by others, so that others can read the text required for the language that is easily understood. Through language learning activities, students are expected to have the language skills that include listening skills (listening), speaking,

Keeping the psycholinguistic and sociolinguistic characteristics in mind for my future classroom as well as some classrooms I have been in working with and observing students. This paper will talk about the best way I feel is to reach the linguistic needs of my students.

The goal of this method is to help the students to be able to communicate in the target language. In order to achieve this purpose, the Audio-Lingual Method contains the following characteristics. Firstly, contextualized dialogs are utilized to present new vocabulary and structures in class. Secondly, the conversations are learned through drills which are considered as an integral part of the Audio-Lingual Method. In my own teaching, backward build-up drill, repetition drill and substitution drill contribute importantly the success of students’ learning. Next, grammar rules are induced from examples. By this approach, students personalize and use the grammatical points naturally like the way they acquire the native language. Based on above features, it is believed that the Audio-Lingual Method has a part in the communicative development of students in the target language.

The South Korean Ministry of Education suggests a communicative approach to teaching English (2008) in schools. In addition to this government directive I have decided to implement a workshop stressing and demonstrating its value. The workshop will also seek to compare and contrast the use of this approach with Grammar translation based approaches. Finally the workshop will seek to recognise problems with the implementation of the communicative approach and suggest recommendations. The workshop will be conducted in two forty minute sessions with a short break in the middle. The impact of the workshop will be evaluated using quantitative and some limited qualitative data.

In the previous chapter, the literature on communicative competence has been discussed. The researcher began with defining communicative competence and briefly talked about four theories and five theoretical frameworks. Later on, the researcher talked about elements of communicative competence as well as its sub-elements and how to teach them with relations to the four language skills. Finally, the researcher discussed communicative language teaching (CLT) as it depends on communicative competence in its basis. So far, in this chapter, the researcher will talk about the research design as well as the methodological tools that will be used in collecting data.

English language teaching is really a big challenge for teachers as it is difficult for them to instruct each learner or student to use the target language. This has become a real problem for teachers and students. This study is about the effect of pair and group work of improving the students speaking performance. According to “Gabriela Bunga Pramudhita (2008); it is very difficult for the teacher to make an effective class”. In this regard, there must be motivation which can be from both teachers and students. The problems in performing this really exist from the using and applying certain approaches by teacher who must know well which approach he must use according to the need of his students. In Saudi Arabia, students tend to be passive; therefore, the teacher should have a skill of forming and creating fun and good atmosphere in the class, so that he can prevent the students from tiredness and boredom. It is actually being better for the teacher not to use the way of lecturing; instead he has to use the way of interacting and participating with