USING COLLABORATIVE OUTPUT TASKS TO TEACH GRAMMAR IN THE CONTEXT OF COMMUNICATIVE LANGUAGE TEACHING

SULISTYANI, SULISTYANI (2014) USING COLLABORATIVE OUTPUT TASKS TO TEACH GRAMMAR IN THE CONTEXT OF COMMUNICATIVE LANGUAGE TEACHING. 3 rd ELTLT CONFERENCE PROCEEDINGS, 3. pp. 739-751. ISSN 978-602-19638-8-3

	Text (Artikel) 9. 2014_Prosiding Internasional_Prosiding ELTLT UNNES_Using Collaborative Output Tasks to Teach Grammar in the Context of Communicative Language Teaching.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (2MB)
	Text (Hasil review) 9. Peer Review_2014_Prosiding Internasional_Prosiding ELTLT UNNES_Using Collaborative Output Tasks to Teach Grammar in the Context of Communicative Language Teaching.pdf - Other Available under License Creative Commons Attribution Share Alike. Download (791kB)
	Text (Hasil turnitin) 9. Similarity_2014_Prosiding Internasional_Prosiding ELTLT UNNES_Using Collaborative Output Tasks to Teach Grammar in the Context of Communicative Language Teaching.pdf - Other Available under License Creative Commons Attribution Share Alike. Download (2MB)

Abstract

Communicative language teaching (CLT) is well established as the dominant theoretical model in ELT. With the popularity of this approach in the 1970s, misconception also emerged that the teaching of grammar was considered undesirable. Recent research in second language acquisition (SLA), however, has led to a reconsideration of the importance of grammar that language learning needs some degree of consciousness and that teaching approaches focusing only on meaning are inadequate. Recent SLA research has also demonstrated that instructed language learning has major effects on both the rate and the ultimate level of L2 acquisition. Particularly, research has shown that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. This article, therefore, aims to share collaborative output tasks as alternative ways of integrating grammar in CLT with English teachers who are attempting to improve their learners‘ communicative competence. These activities are designed to push learners to produce output accurately by performing tasks that require them to pay attention to both meaning and forms. Some examples of collaborative output task activities will also be presented to provide clearer concept. This method is assumed that during collaborative output activities learners get collective help and guided support as a result of interacting with each other in order to solve linguistic problems and produced output accurately.

Actions (login required)

View Item