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Transcript of presentasi pk jo 1
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Johannes A. Prayogo
State University of Malang
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Disciplines Contributing toEFL Teaching
EFLTEACHING
TECHNOLOGY
PSYCHOLOGYLINGUISTICS
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Technology Contributing toEFL Teaching
Reading as a visual process
Reading as a decodingprocess
Reading as a thinking process
Reading as a metacognitiveprocess
Reading as a psycholinguisticprocess
Reading as a technologicalprocess
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Foreign Language Teaching in
the Past 2-3,000 Years
Not so much information
In western world Latin and Greekto beef up intelligence
Employing Classical Method,focusing on grammatical rules,memorized vocabulary, textualtranslation
Classical Method adopted all overthe world as “tradition”
Oral language neglected
Th E d f h 9
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The End of the 19Century
Classical Method
GrammarTranslation Method (GTM)
Grammar Translation Method• Using L1
•
Presenting lists of vocabulary• Explaining grammatical rules
• Reading classical texts forgrammatical excercises
•
Implementing translation exercises• Ignoring speaking/pronunciation
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During the 20th
Century Swing of the Pendulum/Cyclical
Audiolingual Method (ALM) 1940s-
1950s
Grammar Translation Method (GTM)
1960s-1970s
Communicative Language Teaching
(CLT) 1980s-2010
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Cont.
The 1984 Curriculum
The 1994 Curriculum
The 2004 Curriculum
The 2006 Curriculum
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The Development of EFL Teaching
in Secondary Schools in Indonesia
The 1946 Curriculum
The 1950 Curriculum
The 1953 Curriculum The 1962 Curriculum
The 1968 Curriculum
The 1975 Curriculum
C ib i f Li i i
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Contribution of Linguisticsand Psychology to EFL
Teaching
EFL
Teaching
Linguistics Psychology
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Classical Method(Prior to 1940s)
Classical
Method
Traditional
Linguistics
Physiological-FunctionalPsychology
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Principles of TraditionalLinguistics
Focusing on written language (reading andwriting) rather than on oral one(speaking and listening).
Applying prescriptive grammar using aLatin model for grammar explanation.
Believing in the importance of vocabularyimprovement
Enhancing learning about languagethrough grammar translation rather thanlearning to use the language forcommunication
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Principles of Physiological-Functional Psychology
Believing in innate capacity; learning isthe process of activating the innatecapability
Implementing study of great books toimprove learner’s mind
Believing that source of knowledge isphysical environment
Learning occurs through contacts withthe environment
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Teacher’s Activities in Classical
Method
Focusing in prescriptive
grammatical rules
Presenting lists of vocabulary to
be memorized by learners
Implementing reading activities
on great books
Focusing on reading-writingskills but ignoring speaking-
listening skills
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Audio-Lingual Method(1940s-1950s)
Audio-LingualMethod
Structural/
DescriptiveLinguistics
Behavioristic
Psychology
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Principles of Structural-Descriptive Linguistics
Heed on spoken/oral language
(speaking-listening)
Major stress on the empiricalanalysis of speech data
Avoidance of errors
Mind is tabula rasa (a blank
tablet) upon which language
is engraved through habit
forming practice
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Cont.
Teaching the language not about thelanguage
Practice of inductive approach
Emphasis on contrastive analysis oflearner’s native language (L1) and
L2 as a means of predicting
speaker’s errors
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Principles of
Behavioristic Psychology
Learning is a process of
conditioning involving
stimulus-response activitiesRepetition and reinforcement
Over learning and automaticMechanistic learning
T h ’ A ti iti i
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Teacher’s Activities inALM
Using L2 as much as possible/becomingthe model in all steps of learning
Training speaking skills and listeningskills without showing the return forms
Teaching grammar through patternpractice not through explanation
Delaying the presentation of vocabulary
until all basic structures are mastered Teaching vocabulary through contexts
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Grammar Translation Method(1960s-1970s)
GrammarTranslation
Method
TransformationalGenerativeLinguistics
Cognitive
Psychology
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Principles of TransformationalGenerative Linguistics
Recognition of the innate capacity ofhumans to learn language and createutterances never heard
Errors accepted as a natural part oflearning process and a means ofdiscovering student’s learning strategies
Oral and written forms equally important
Reasoned application of rules through adeductive approach
Competence then performance
Recursiveness and generativeness of rules
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teacher’s activities in GtM
Starting the lessons by presenting grammatical
rules referring to formal grammar
Presenting vocabulary found in selected texts
Implementing memorization of words and rulesand translation of sentences and texts as
dominant activities
Avoiding/delaying teaching pronounciation Focusing on accuracy more than
communicativeness
Permiting the use of L1
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Communicative LanguageTeaching (1980s-2010s)
CommunicativeLanguage
Teaching
Blends of
Sub-fields ofLinguistics
Constructivism
/HumanisticPsychology
Major Sub fields of
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Major Sub-fields ofLinguistics
Syntax
Semantics
Socio-Linguistics
Psycho-Linguistics
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Language is basically a means of communication
Learner’s communicative competence should bestrengthened
The main communicative competence is
discourse competence which includeslinguistic competence, actional competence,socio-cultural competence, and strategiccompetence.
Communicativeness is more important than
accuracy Contexts (linguistic, physical, social, etc.) are
crucial
Principles of Some Sub-fieldsof Linguistics
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Principles of Constructivism-Humanistic Psychology
Learner’s self concept is crucial.
Learner constructs her/his own knowledge.
Learning must be free from threat and
intimidation.
Learning must be meaningful,communicative, integrative, authentic,
and contextual. Language varieties can be introduced
PAKEM/PAIKEM
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Teacher’s Activities in CLT
Enhancing cooperative/collaborativelearning (think-pair share, think-pairsquare, expert group, etc.)
Creating meaningful and contextual
learning Presenting functional dialogues and texts Adopting teaching strategies flexibly Providing authentic materials and
learning and implementing authenticassesment
Integrating language skills and languagecomponents in teaching
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Wrap up
Two disciplines greatly contributingto EFL teaching are linguistics andpsychology
Linguistics provides informationabout language in general andabout the specific language being
taught while psychology describeshow learning takes place
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Cont.
Since linguistics and psychologyhave changed their theoreticalviewpoints from time to time, EFL
teaching methods have alsochange
What may today seem the bestmeans of teaching a foreign
language may not remain so in thelight of new findings in the fieldsof linguistics and psychology