Theory of Language Theory of Learning

a. Theory of Language

The Communicative approach in Language teaching starts from a theory of language as communication Richard and Rodgers, 1986: 69. Hymes as quoted by Richard and Rodger 1986: 69 said that the goal of language teaching is to develop communicative competence. The characteristics of Communicative Language teaching as stated in Richard and Rodgers 1986: 71 are as follows: 1 Language is a system for expression of meaning. 2 The primary function of language is for interaction. 3 The structure of language reflects its functional and communicative uses. 4 The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse..

b. Theory of Learning

In Communicative Language Teaching CLT, learning is the conscious representation of grammatical knowledge that has resulted from instruction and it cannot lead to acquisition. Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication. Here are some principles that may be inferred from Communicative Approach: 1 Activities that involve real communication promote learning. 2 Activities in which language is used for carrying out meaningful tasks promote learning. 3 Language that is meaningful to the learner promotes learning. There are three elements of an underlying learning theory of CLT as stated by Johnson and Rodgers 1986: 72. They are: 1 Communicative principle Activities that involve real communication promote learning. For instance: asking questions, giving direction, role play, and others. 2 Task principle Activities in which language is used for carrying out meaningful tasks promote learning. For instance: problem-solving task in group. 3 Meaningfulness principle Language that is meaningful to the learner supports the learning process so we allow them to use their mother tongue in understanding the second language. For instance: vocabulary, translation. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use. CLT promotes to introduce the students to the authentic communicative situation. In other word, the learning process should really give the students enough chances to experience the situation that are closely similar to the communication activities.

c. Learner Roles