language learning and language teaching

The nature of language learning and language teaching according to Communicative Language Teaching:
a. The nature of language learning
Communicative language Teaching has attempted to describe theories of language learning processes that are compatible with the communicative approach. Savignon (1983) surveys second language acquisition research as a source for learning theories and considers the role of linguistics, social, cognitive, and individual variables in language acquisition. Stephen Krashen has developed theories cited as compatible with the principles of CLT. He sees acquisition as the basic process involved in developing language proficiency and distinguishes this process from learning. Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication. Learning is the conscious representation of grammatical knowledge that has resulted from instruction. It is the acquired system to create utterances during spontaneous language use.

Johnson ( 1984 ) and Littlewood ( 1984 ) consider an alternative learning theory that they also see as compatible with CLT-a skill-learning model of learning. According to this theory, the acquisition of communicative competence in a language is an example of skill development. This involves both a cognitive and a behavioral aspect.
The cognitive aspect involves the internalization of plans for creating appropriate behavior. For language use, these plans derive mainly from the language system - they include grammatical rules, procedures for selecting vocabulary, and social conventions governing speech. The behavioral aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance. ( Littlewood 1984: 74 )

This theory encourages an emphasis on practice as a way of developing communicative skills. There are three elements of an underlying learning theory which can be applied into practice. They are:
a.communicative principle (activities that involve in real communication promote learning)
b.task principle (activities in which language is used for carrying out meaningful tasks promote learning)
c.meaningfulness principle (language that is meaningful to the learner support the learning process.

b. The nature of language teaching
The origins of Communicative Language Teaching (CLT) are to be found in the changes in British language teaching tradition. British applied linguists emphasized in the functional and communicative potential of language. They focused the language teaching on communicative proficiency rather than on the mastery of structure.
Hymes (1972) stated that the goal of language teaching is to develop what-the-so-called communicative competence. According to Hymes a view of linguistic theory was sterile and needed to be seen as part of a more general theory incorporating communication and culture. Hymes’ theory of communicative competence was a definition of what a speaker needs to know in order to be communicatively competent in a speech community. A person who acquires communicative competence acquires both knowledge and ability for language use.

Halliday (1970;145) held that linguistics…is concerned… with the description of speech acts or texts, since only through the study of language in use are all the function of language, and therefore all components of meaning, brought into focus. Halliday has elaborated a powerful theory of the function of language.
At the level of language theory, CLT has a rich theoretical base. Some of the characteristics are as follow;
a. language is a system for the expression of meaning
b. the primary function of language is for interaction and communication
c. the structure of a language reflects its functional and communicative use
d. the primary units of a language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

LESSON PLAN 2

Level : Novice
Topic : Unforgettable Memory
Class/Semester : II/3 (three)
Skill Focus : Writing
Duration : 3x45’
Material
Text : Song lyrics, Exercise
Audiovisual : Cassette

Lesson Objective
By the end of the lesson, students should be able to write an unforgettable memory using past tense correctly.
In the process of achieving the lesson objective, students :
1.Get exposed with verb past tense through listening;
2.Change the verb in parentheses into the correct simple past tense;
3.Write questions on how to ask about one’s unforgettable memory;
4.Interview his or her partner about unforgettable memory.

Warming up (20’)
1. Teacher plays a song and asks students to change verb in parenthesis into the correct verb in past tense. (see appendix 1)
2. Teacher asks students some questions about the song;
 What do you think about the song?
 Can you forget this event if it happens to you?
 Now, pay attention to the tense used! What tense is it?
 Why do you think it should use past tense?

Clarify The Topic (40’)
1.Teacher clarifies the topic about an unforgettable memory.
When you cannot forget an event, usually, because you have strong felling about it. Maybe, because it is so sad, happy, embarrassing, etc.
The event which we cannot forget is called unforgettable memory.
2. Teacher explains about simple past tense
 When you talk about an event which happened in the past, of course, you use simple past tense.

a.(+) The Lord took her away from me
S + V2

(-) The Lord didn`t take her away from me
S + didn`t + V1(infinitive)
(?) Did The lord take her away from me?
Did + S + V1(infinitive) ?

b. (+) We were on a date in my daddy`s car
S + was/were + Adjective/noun/…
(-) We weren`t on a date in my daddy`s car
S + wasn`t/weren`t + Adjective/noun/...
(?) Were we on a date in my daddy`s car
was/were + S + Adjective/noun/…?

3. Teacher conveys the objective of today’s lesson
> By the end of the lesson, I hope you can write an unforgettable memory using past tense.

Skill practice (45’)
1. Teacher asks students to change the verb in parentheses into the correct form. ( see appendix 2)
2. Teacher asks students to write question asking about one’s unforgettable memory.
3. Teacher asks students to work in pairs to interview his/her partner using those questions.

Summary (10’)
Teacher review today’s lesson.
1. What have we learned today?
2. What tense should we use when we want to write an unforgettable memory?
Assessment (20’)
Teacher gives questions to students to be answered and the answers must be in a narrative form.

LESSON PLAN

LESSON PLAN


Level : Novice
Topic : Unforgettable Memory
Class/Semester : II/3(three)
Skill Focus : Listening and Speaking
Duration : 2x45’
Material
Text : Song lyrics
Audiovisual : Cassette

Lesson Objective
By the end of the lesson, students should be able to tell an unforgettable memory.
In the process of achieving the lesson objective, students :
1. Get exposed with verb past tense through listening;
2. Interview his/her partner about an unforgettable memory.

Warming up (15’)
1. Teacher plays a song and asks students to change verb in parenthesis into the correct verb in past tense. (see appendix 1)
2. Teacher asks students some questions about the song;
1. What do you think about the song?
2. Can you forget this event if it happens to you?
3. Now, pay attention to the tense used! What tense is it?
4. Why do you think it should use past tense?
5. So, when you want to talk about unforgettable memory which happened in the past, of course, you use past tense, right?

Clarify The Topic (15’)
1. Teacher clarifies the topic and explains what to tell in an unforgettable memory.
When you cannot forget an event, usually, because you have strong felling about it. Maybe, because it is so sad, happy, embarrassing, etc.



The point which are usually mentioned when we talk about an unforgettable memory are:
 Feeling : happy, sad, embarrassing, etc.
 Time : when did it happen? When you were a child, or maybe when you were ten years old? Was it in the morning, night?
 Place : where did it happen? Was it when you were in
your friend’s house?
 People : were you alone at the time? Or were you with your involved friend?
 Sequence : what happened first? After that? Next?
2. Teacher conveys the objective of today’s lesson
By the end of the lesson, I hope you can tell an unforgettable memory using past tense.

Skill Practice (40’)
Teacher asks students to work in pairs to an interview his/her partner about unforgettable memory using the pointers.

Summary (7’)
Teacher review today’s lesson.
 What have we learned today?
 What points which are commonly mentioned in an unforgettable memory?
 What tense should we use when we want to talk an unforgettable memory?

Assessment (13’)
Teacher asks students to tell an unforgettable memory in front of the class.