Authentic and meaningful eommunication should be the goal of

classroom activities.

3. Fluencyisanimportantdimensionofeommunication.

4; Cemmunieation involves the iptegration ef different lap.guage skMs, 5. Learning is a process of creative construction and involves trial and error.

Ih addition to the five principles, Kumaravadivelu (1992) proposes macrostrategies of CLT: (1) creating Iearning opportunities in classreom, (2) utilising learning opportunities created by leamers, (3) facilitating negotiated interaction between participants (learners), (4) activating the intuitive heuristics of the leamer, and (5) contextualising linguistic input.

To be more specific, Johnson (1982) maintains five microstrategies of CLT, that is, information transfer, information gap, jigsaw, task dependency, and correction for content.

In actual classrooms, CLT does not isolate language skills (reading, writing, listening, and speaking), but uses an integrated skills approach.

Language skills are not taught in a specific order either. Considering that

information transfer and information gap become much more important, as asserted by Johnson <1982) in his mierostrategies above, teachers' top

priority is to create conducive situations in the classrooms, which can be done by providing learners with exercises which enable them to attain the communicative objectives and to engage them in communication.

Concerning pronunciation teachings CLT puts more focus on the

message-oriented transactions in a target language between learners than their accurate pronunciation of a target language in language classrooms.

Accordingly, as the faeilitators of the eomm. qnication proeess between all the participants in the classrooms, teachers are more concerned about how to

promote successfu1 classroom interaction in a target language through

games ap.d task. s th.an hpw te en..able eh.em Vg py.enQunee a target l.a#.guage

accurately. Learners who are invelved in message'oriented transactions

tend to pay little attention to the accuracy oftheir pronunciation; as a result,

they often make a lot of pronuneiation mistakes due to their native

language interference. Teachers are often tolerant of these pronunciation

mistakes, partly because they are mere interested in the result of transactions than the manner of transactions, and partly because they

believe in the philosophy of learner'centred approach, which underlies CLT.

'Copsid.er. in.g t!"e. I.rp.".per.tanee efprenp.nci.qtion in.. pr.aj cp. m. m...g.n..ieatien acr.pss

'

cultures, this is not a desirable situation since too much tolerance of leamers' pronunciation mistakes by sympathetic teachers may lead to the formation of a classroom dialect which may only be understandable for teachers and learners in language classroom, but may hamper oral

communication across cultures in real'1ife situations outside classrooms. It is high time, therefore, that pronunciation teaching for EFL learners was to

be re'examined, keeping in mind the importance of pronunciation in oral

communication across cultures as indicated by Celce'Murcia et al. (1996) in the fo11owing assertiQn:

This focus on language as communication brings renewed urgency to

the teaehing bf ptonunciatibn, sinee both etnpirieal arid anedddtal

evidence indicates that there is a threshold level of pronunciation for nonfnative speakers of English; if they fa11 below this threshbld leVel, they will have oral communication problems no matter how excellent and extensive theit eorttrol bf English grammar and vbeabulary might be. (p. 7)

This means that instead of aiming for enabling learners to have native'like pronunciation, like a target of pronunciation teaching in the Audio-Lingual M.ethed.s pTop.unqi.ation tea.ching. sl.puld be djy.eeted tg enable l.ear#..ers to

surpass the threshold level of pronunciation for NNSs. The next task of

foreign language teaching profession is to provide ways how to integrate pronunciatien teaching and commptnication transactions in classrooms.

2.5 Summary

To sum up this section, as shown in Figure 2.4, it is indisputable that

the pronunciation teaching is always affeeted by what an approach or a method seeks for. If spoken language competency is emphasised,

pronunciation is regarded as one of the most important components to learn although the priorityi whether segrnental or syprasegmental features, is different from an approach/method to another. Conversely, if the main goal

of language teaching is to foster written language andlor grammar and

vocabularys prep. qp.eiation is frequeptly deem.phasised Qr eve#.. ign. ..ored.

In the period of teaching knowledge with the Grammar-Translation Method, pronunciation was disregarded because the focus of foreign languag.e teaching at that tirne was te enable learners to master

grammatical structures and to translate reading materials from the target language to their mother tongue, and vice'versa. In the transition period firom the period of teaching knowledge to the period Qf teaching skills, pawicularly in the Reform Movement, pronunciation was elevated at top of foreign language teaching. As sources for pronunciation teaching, phonetic alphabet and native model of pronunciation gained their significance. In the period of teaching skills, the implementation of the Audio'Lingual Method

put more emphasis on sounds. However, with the emergence of Chomsky's

t.r. ansfor. rp....ation gen. eratllve gram.m. ars pronq.Rci.atlep. beeame insigpifiea.nt in

foreign language teaching. Finally, in the period of teaching communication

'

although the proponents of CLT acknowledge that pronunciatien is a part of

grammatical competence which is one ef the four essential factors of communicative competence, practically pronunciation is underrated.

However, as globalisation has changed the status and roles of English, the

i.mpgptap. .ee efpreg. .uneiatiep all..d ofpr. ep. u. p.gi.a.tien teacl.in..g ;.s r. eqppraised.

Shifts in the mode of commimicati{m

Periedl Periodg PeriodM

Historical deyeiepment Knowledge ^Ski11s Commmication

Mede of communicatien

Theoretical base

Mainstream teachipg methods

Status ef Eilglisk"

Teaching aids

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... ttt.

-- .//./.t.t/t/?-t

'Tran;I'h'on l: Trans ition ll:

Reform Movement TetaI Physic'al Response I]fitect Method 'I3!e Sileat way

Cernmunity Lan'guage IJeaming Suggestepedia

Cognitive Approach Written communication Oral communication

foobkS) (Sbimds)

Linguistics Linguistics

Psycholinguistics

Gramrriar-Translation Audio••Lingual Method Method

ドキュメント内 A Study on Factors Determining Global Intelligibility of EFL Learners' Speech (ページ 39-43)