Maximizing learning potential in the communicative classroom  

Oleh:

Kumaravadivelu, B.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 47 no. 1 (Jan. 1993), page 12-21.
Fulltext: 1993.1.12.full.pdf (604.19KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ELT/47 Non-tandon: tidak ada Tandon: 1

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Isi artikel

If, as research reveals, even those teachers who are committed to communicative language teaching (CLT) fail to create genuine, communication in their classrooms, it is partly because teacher educators have not given them the necessary tools to achieve their desired goals. This paper proposes that a framework of five macro strategies offers a possible tool to make the communicative classroom genuinely communicative. The paper presents a classroom observational study to assess whether -the macro strategies framework will help CLT teachers maximize learning potential in the classroom. An analysis of two classroom episodes taught by two committed CLT teachers featuring the same group of learners revealed that one episode was evidently more communicative than the other. The relative success in maximizing learning potential witnessed in one episode and the relative failure witnessed in another is attributed to the use and non-use of the macro strategies framework. The study shows that given appropriate tools CLT teachers will succeed in making their classes genuinely communicative.

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