Academic literature on the topic 'Communicative Language Teaching (CL T)'
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Journal articles on the topic "Communicative Language Teaching (CL T)"
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Hengki, Hengki, Baso Jabu, and Kisman Salija. "The Effectiveness of Cooperative Learning Strategy through English Village for Teaching Speaking Skill." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 306. http://dx.doi.org/10.17507/jltr.0802.12.
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This study has five main purposes (1) to investigate the effectiveness of Cooperative Learning (CL) strategy through English Village (EC) for teaching speaking in communicative language function (2) to investigate the effectiveness of teaching speaking in transactional language function (3) to know the significance change on self confidence after being taught through English Village EV using CL strategy. (4) to know the significance change on self interest (5) to know the significance change on self regulation. The study was experimental by using one-group pretest-posttest design. The target population of this study was, in fact, is all students of English education department of private university or colleges in Indonesia. However, while the accessible population was only students of English department at the Islamic university of Kalimantan. The result of dependent t-test turned out to confirm that CL strategy through EV is effective to teach speaking skill for both, communicative and academic language function. The result of Wilcoxon test turn out to confirm that CL strategy through English is in significance change of the students’ internal factors.
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Astuti, Puji, and Jayne C. Lammers. "MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 2 (July 9, 2017): 236. http://dx.doi.org/10.15639/teflinjournal.v28i2/236-259.
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This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT.
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Molla, Nur Laila. "Communicative Language Teaching (CLT) Approach Towards Speaking Ability." English Focus: Journal of English Language Education 2, no. 1 (September 3, 2019): 10–24. http://dx.doi.org/10.24905/efj.v2i1.50.
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Communicative Language Teaching (CLT) is a way to deal with the educating of second and unknown dialects that emphasis on cooperation as both the methods and the last objective of learning a language. Targets are (1) to discover Effectiveness of CLT Approach in Improving Speaking Ability. (2) huge contrasts between students who are instructed by CLT and not. Quantitative research is a true design experiment. Design used was a pretest-posttest control group design. Population is eighth grader students in Junior High School 1 Tegal. Research uses cluster random sampling with two group design (experiment group and control group). Data was broke down utilizing a t-test, score of the t-test is 2.744. Score of t-table is at 5% level importance and on level of 62 is 1.670, t-test result is higher than t-table (2.744>1.670). t-test hypothesis is rejected, and t-table hypothesis is accepted. CLT improve speaking capability.
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Wirag, Andreas, Yunong Li, and Bin Zhang. "Applying cognitive linguistics to foreign language teaching and learning." Cognitive Linguistic Studies 9, no. 2 (December 15, 2022): 185–201. http://dx.doi.org/10.1075/cogls.21010.wir.
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Abstract The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier & Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the Applied CL framework and to promote its further consolidation.
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Pamuji, Arief, and Agus Wahyudi. "Promoting Midwifery Students’ Speaking Ability Using Communicative Language Teaching." International Journal of English and Applied Linguistics (IJEAL) 2, no. 1 (April 2, 2022): 135–40. http://dx.doi.org/10.47709/ijeal.v2i1.1447.
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Speaking is the way to convey the information that must be acquired by students. Consequently, this study aimed to see whether Communicative Language Teaching could promote midwifery students’ speaking ability or not. In conducting this research, a quasi-experimental method was employed using a nonequivalent groups design. The sample taken was the second-semester student midwifery from STIK Bina Husada consisting of 38 students. To gather data, the oral test was employed. The speaking test was considered valid in terms of content validity and reliability. The reliability of the test was measured using inter-rater reliability. The results revealed that the t-obtained (5.42) was higher than the t-table (2.02) at the significant level of p<0.05. It can be concluded that Communicative Language Teaching could promote students speaking ability. Communicative Language Teaching could motivate students to be brave and self-confident in speaking performance and more active in using English as their spoken language in-class activities.
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Sitorus, Nurhayati. "The Application of Communicative Language Teaching to Improve Students’ Ability in Speaking." Jurnal Studi Guru dan Pembelajaran 2, no. 3 (October 22, 2019): 252–55. http://dx.doi.org/10.30605/jsgp.2.3.2019.55.
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The purpose of this study is to investigate students’ ability in speaking before and after using Communicative Language Teaching in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only see students’ achievement in speaking before and after using Communicative language Teaching. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The data were analyzed by using Lilliefors test, testing homogeneity F, and testing hypothesis by using T-test. The result of this study shown that the use of Communicative Language Teaching could improve students’ ability in speaking. It was proved from the students’ average was higher after using Communicative Language Teaching. The data in this research had normal distribution. Based on data analysis by using T-test was gotten that tcount = 6,59 at the significant level = 5% and dk (n-1) = (30-1) =29 was gotten ttable = 1,699. So, tcount > ttable. It proved that Ho was rejected, and Ha was accepted. It’s meant that there was a significant difference between students’ ability before and after implementing Communicative Language Teaching.
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Astuti, Puji, and Jayne C. Lammers. "INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 215. http://dx.doi.org/10.17509/ijal.v7i1.6878.
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The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.
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Wael, Ahmad, Dian Saputra, and Eka Setyawati. "Enhancing Students’ Oral Communication By Using Communicative Language Teaching (CLT)." Qalam : Jurnal Ilmu Kependidikan 8, no. 1 (July 2, 2019): 38. http://dx.doi.org/10.33506/jq.v8i1.469.
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This article aims at providing students’ oral communication in speaking class. There were two specific purposes to gain the data namely to find out the effects of Communicative Language Teaching (CLT) in teaching oral communication especially in speaking ability and to disclose the responses of students in the learning process by using Communicative Language Teaching (CLT). In order to obtain the comprehensive data, the writers used performance test and questionnaire with 32 respondents on speaking class. This research was applied in quantitative method. The writers used the design of interact group comparison. The result showed that there was a significant effect on the use of CLT approach. It was proven that t observation was bigger than t table; t observation was 2.98 while t table was 2.021 (2.98> 2.021). Most of the students agreed if CLT was applied in teaching-learning activites, especially in speaking class because it could help them in improving their ability in oral communication. The results of their opinion towards the application of CLT were expressed by chosing option 4 (agree) and 5 (strongly agree) in every indicator. For indicator 1 and 10, students tent to choose option 5 (strongly agree) with the percentage of 56.3 and the mean of 2.8. In indicator 2 and 4, the students tent to choose option 5 with the percentage of 59.4 and the mean of 3.0. In indicator 3 and 7, the students tent to choose option 4 (agree) with the percentage of 62.5, and mean score of 2.5. For indicator 5 and 6, the students chose option 5 with the percentage of 50.0 and mean score of 2.5. For indicator 8 and 9, most of the students tent to choose option 5 (strongly agree). The percentage and mean score were different. In indicator 8, the percentage was 56.3 with the mean score of 2.3 whereas in indicator 9, the percentage was 68.8 which the mean score of 2.8 more of the respondents were strongly agree with the application of CLT approach in speaking class. It made the students interestend in following speaking class and the students have confidence to speak with other friend or lecturer inside or outside the classroom.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Mulyanah, Euis Yanah, Ishak Ishak, and Ratih Kusuma Dewi. "The Effect Of Communicative Language Teaching On Students Speaking Skill." CICES 4, no. 1 (February 28, 2018): 67–75. http://dx.doi.org/10.33050/cices.v4i1.478.
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The aims of this research were to find out whether there are good response and improvement of students’ speaking skill between before and after being taught through Communicative Language Teaching (CLT). The samples of this research were the VIII A and VIII B class of the Eighth Grade of SMP Negeri 21 Tangerang in academic year 2015/2016. The researcher used non-equivalent control group design. The instrument was oral test. The result of the research showed that there was improvement of the students’ speaking skill in actively communicative by using CLT. The result of t-test showed that t was bigger than ttable. The result of tcount was 4.2105 and ttable was 2.0021. It means that the researcher’s hypothesis (H1), there is significant difference of post-test scores between experiment class and control class is accepted. The average score of pre-test in experiment class is 67.33 while the average score of pre-test in control class is 66.50. The average of the post-test score in experiment class was 83.00 while the average of the post-test score in control class was 75.00. It showed that CLT can improve the students’ speaking skill.
Dissertations / Theses on the topic "Communicative Language Teaching (CL T)"
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Vu, Thao Thi. "English Language Curriculum Reform at the National Level: a Case of Intentions and Realities in Viet Nam." Thesis, 2020. http://hdl.handle.net/2440/129584.
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Globalisation and the global economy have become bywords in the new millennium. English has become the lingua franca for increasing international trade and commerce, and the spread, the reach, the creep of English has been an undeniable aspect of the phenomenon. As a result, developing countries are under pressure to increase their numbers of competent English users so as to improve national competitiveness and become participating members in this commercial world. In response, significant efforts in numerous countries have been dedicated to large-scale, heavily-invested reform projects aiming to bring about radical change in English language curricula, materials, and pedagogies. Common to such reform efforts has been a move towards Communicative Language Teaching (CLT), which has generally been promoted as the approach to teaching and learning most likely to produce the communicative English users require for commercial exchange. Vietnam has recently taken the path of English language reform at the school level with the Government allocating $US425 million to the initiative. Project 2020 was announced in 2008 with specific English language achievement targets to be met by 2020. As part of the reform, the curriculum content was provided within a new textbook series and CLT was prescribed as the pedagogy to deliver the curriculum. Project 2020 has provided the context and data for this study. The study focused on the reform at the lower-secondary level (Years 6 – 9) and used a mixed methods research design to facilitate both quantitative and qualitative data analysis. The data set comprise an online teacher survey (n=112), the official curriculum mandates and textbooks, semi-structured interviews with teachers (n=11) and school principals (n=4), as well as 28 recorded classroom observations in urban and rural schools. The findings reveal that the intentions of the reform as expressed by MOET and the realities of classroom implementation are currently at a distance from each other, evident in the negative attitude of the teachers towards the feasibility of the curriculum goals and their fragmented understanding of CLT principles and premises. The analysis of classroom discourse provided evidence that classrooms were largely teacher-dominated, textbook-based and had minimal student-to-student interactions, all of which were at odds with CLT. To bridge the gap and deliver the communicative requirements of the nation, the study argues for an approach to teaching and learning in sympathy with the socio-political and cultural context in Vietnam, driven by a major focus on teacher professional development.Thesis (Ph.D.) -- University of Adelaide, School of Humanities : Linguistics , 2020
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Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T²-Afrikaansonderrig." 2002. http://hdl.handle.net/10500/18010.
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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.
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Summaries in Afrikaans and EnglishIn die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
Conference papers on the topic "Communicative Language Teaching (CL T)"
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Wu, Yueqin. "The Application of “Student Teams-Achievement Divisions Cooperative Learning (STAD CL)” Approach in College English Language Teaching (ELT) and Language Learners’ Communicative Competence Acquisition." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3456887.3457094.
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