Task Based Learning And The Lexical Approach English Language Essay

Communicative Language Teaching ( CLT ) emphasizes interaction as the agencies and besides the ultimate end of larning a linguistic communication. I do n’t truly acquire the existent path of CLT, but from some other mentions, the activities in CLT can be Role Play, Interviews, Information Gap, Games, Language Exchanges, Surveys, Pair Work, etc. , and I believe most English instructors have tried some or all of those schemes to do their pupils communicate and interact in English. But I think this will non work for low degrees pupils because they will non able to pass on with limited vocabulary and limited scope of grammatical maps ( like my simple school pupils ) . So, I think utilizing CLT for instructors must affect fiting pupils with vocabulary, constructions, and besides schemes to enable the pupils to interact successfully.

I agree with the point by Richards and Rodgers that CLT is fundamentally about advancing acquisition. But, we must inquire ourselves as instructor why we teach English, who we are learning, and why. Be our pupils taking to larn or get English? Do they need to cognize certain vocabulary and lingual regulations as a agency of go throughing an test, or do they desire to be able to interact in English? A If we use CLT, we must believe of why we use this to our pupils.

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The method of Task-Based Learning ( TBL ) in concentrated on larning undertakings that pupils are involved, non on the linguistic communication input ( Harmer: 34 ) . By undertaking, I mean a goal-oriented activity with a clear intent. I think TBL is related to CLT, because making a communicating undertaking involves accomplishing an result, making a concluding merchandise that can be appreciated by other.

I one time tried some schemes on TBL to my pupils of sheepskin III of STAN Jakarta for English 2 ( 3rd semester ) . I did n’t learn grammatical points officially, because the intent is to do them talk better than the old semester. Then I forced them to utilize English without stating them anything about grammar ( they got it in English 1 ) . The activities can be doing a list of grounds, comparing things, enlisting processs or things that need making in certain status, reading graphs and figures, personal sharing, or work outing a job.

For illustration when the subject is “ Accounting ” , a listing undertaking is: List 10 grounds why accounting is of import ( my pupils must cognize the reply since they got Principles of Accounting in semester 1 ) . A comparing undertaking might be to compare budgeting and accounting. A problem-solving undertaking could be to believe what might go on to a company that does n’t hold an accounting section. An experience sharing undertaking could be sharing narratives about their acquisition activity on Principles of Accounting category. My pupils do the undertakings in braces, so we discuss their plants by some braces showing their replies and others comparing or noticing the work. By making this, my pupils learn to pass on with whatever English they can remember ; they have no fright of failure and instructor rectification in forepart of schoolmates. In the linguistic communication focal point session, I explained specific characteristics that they did in treatment, so I gave some pattern to make at place ( e.g. when I found they use comparatives, the exercising will be doing three comparative sentences ) .

I find out that my pupils enjoy this scheme, because they besides love disputing activities ( so both STAN pupils and lectors are assignment loversaˆ¦ ) . I think this TBL is besides a challenge for teacher excessively because the linguistic communication focus portion does necessitate careful readying. Teacher must be ready with whatever analysis activity to explicate some jobs. But, I have my ain scheme: if I may non cognize the replies to incidental linguistic communication inquiries, I merely promote them to research the farther reply on their ain, and I will discourse it with them in the following meeting.

Harmonizing to the literature that I read, the Lexical Approach develops many of the cardinal rules advanced by advocates of the Communicative Approach. The most of import difference is the increased apprehension of the nature of lexis in of course happening linguistic communication, and its possible part to linguistic communication teaching method. Just like CLT, I think I do non hold a clear thought of what the Lexical Approach really looks like in pattern.

As I see it, learning vocabulary can non be separated from grammar and subject of acquisition ( e.g. accounting, revenue enhancement, households, pets, etc ) . I will state an illustration of my instruction activity related to vocabulary edifice for my pupils at sheepskin III STAN Jakarta ; I do n’t cognize whether that uses Lexical Approach or non, but that activity gave my pupils new words in an organized and sequenced manner.

Teaching vocabulary to me can be integrated with reading activity or communicative activity. I teach vocabulary stuff by taking the subject as listed in the course of study. Since this was ESP category, I told my English 1 pupils before to larn by bosom the list of particular footings on the chapter at place. This because I do non desire to ever give everything to my pupils, sometimes they have to workout themselves. Then in the schoolroom, I gave an exercising ( Fill in the spaces with the appropriate particular footings listed in the right column. E.g. The net income that consequences from investings into a capital plus, such as stocks, bonds or existent estate, which exceeds the purchase monetary value is calledaˆ¦ . The reply is capital addition ) . For me, it was a true vocabulary acquisition by pupils ‘ detecting themselves. & lt ; ! — [ if gte vml 1 ] & gt ; & lt ; ! [ endif ] — & gt ; & lt ; ! — [ if! vml ] — & gt ;

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