goals in classroom learning. The central theoretical concept in communica-tive language teaching is ‘‘communicative competence,’’ a term introduced
into discussions of language use and second or foreign language learning in
the early 1970s (Habermas 1970; Hymes 1971; Jakobovits 1970; Savignon 1971).
Competence is defined in terms of the expression, interpretation, and negotia-tion of meaning and looks to both psycholinguistic and sociocultural per-spectives in second language acquisition (SLA) research to account for its development (Savignon 1972, 1997). Identification of learners’ communica-tive needs provides a basis for curriculum design (Van Ek 1975).
Understanding of CLT can be traced to concurrent developments in Eu-rope and North America. In Europe, the language needs of a rapidly increas-ing group of immigrants and guest workers, and a rich British linguistic
tradition that included social as well as linguistic context in description
of language behavior, led the Council of Europe to develop a syllabus for
learners based on notional-functional concepts of language use. The syllabus
was derived from neo-Firthian systemic or functional linguistics, in which
language is viewed as ‘‘meaning potential,’’ and the ‘‘context of situation’’
(Firth 1937; Halliday 1978) is viewed as central to understanding language
systems and how they work. The syllabus described a threshold level of............................
PENJELASAN
DI ATAS ADALAH GAMBARAN UMUM UNTUK INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU
KLIK PEMESANAN
