Delimitation of the Problem

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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

This chapter reviews the related literature about communicative language teaching, definition of speaking, macroskills and microskills of speaking, teaching speaking, media, games, communicative games and the tea cher’s tasks in implementing communicative games in teaching and learning process.

A. Literature Review

1. Communicative Language Teaching

a. The Nature of Communicative Language Teaching

Savignon 1997: 4 assumes that communicative language teaching derives from a multidisciplinary perspective that includes, at least, linguistics, psychology, philosophy, sociology, and educational research. The focus has been the elaboration and implementation of programs and methodologies that promote the development of functional language ability through learners’ participation in communicative events that will enable the learners to use the language in real life situation. Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom Richards, 2006: 2. Communicative language teaching aims broadly to apply the theoretical perspective of the communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication Larsen-Freeman: 2000. CLT is best understood as an approach, rather than a method Richards Rodgers, 2001. Brown 2007: 241 concerns that it is a unified but broadly based, theoretically well informed set of tenets about the nature of language and of language learning and teaching. For the sake of simplicity and directness, Brown 2000: 43 offers the following six interconnected characteristics as a description of CLT: 1 Classroom goals are focused on all of the components grammatical, discourse, functional, sociolinguistic, and strategic of communicative competence. Goals therefore must intertwine the organizational aspects of language with pragmatic. 2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes. 3 Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. 4 Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Classroom tasks must therefore equip students with the skills necessary for communication in those contexts.