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CLT is not by any means a brand-new approach. One of the most comprehensive
lists of CLT features came a quarter of a century ago from Finocchiaro and Brumfit in a
comparison of audiolingual methodology what with they then called the communicative
approach. Because of particality, their list is reprinted in table 3.1
One of the most prominent perspecttives within the CLT framework is task-based
language teaching (TBLT). While some researcher (kumaravadivelu, 2006) argue that
TBLT is a significantly different approach, other proponents would claim thatTBLT is at
the very heat of CLT. This approach puts the use of tasj at the core of language teaching.
While there is a good deal of variation among experts on how to describe or define task,
peter skehan (1998) concept of task still captures the essentials. He defines task as an
activity in which.
1. Meaning is primary
2. There are some communication problem to solve
3. There is some sort of relationship to comparable real-worl activities
4. Task completion has some priority, and
5. The assessment of the task is in terms of outcome
Perhaps more simply put “a task is an activity which requires learner to use
language, with emphasis on meaning, to attain an objective” (bygtate, skeehan&swain).
In some cases, a task may be comprised of several technique may be synonymous. But in
other cases, a task may be comprised of several techniques. Task based teaching makes
an important distinction between target task which student must accompolish beyond the
classroom, and pedagogical task which form the nucleus of the classroom activity.
Pedagogical task are distinguished by their specific goals that point beyond the
language classroom to the target task. A pedagogical task designed to teach student to
give personal imformation in a job interview might, for examples :
1. Characteristics of TBLT
a. Task ultimately point learners beyond the forms of language alone to
real-world context.
b. Task spesifically contribute to communicative goals
c. Their elements are carefully designed and not simply haphazardly or
idiosyncratically thrown together
d. Their objectives as well specified so that you can at some later point
accurately determine the success of one task over another.
e. Task engage learners, at some level, in genuine prosblem-solving
activity.