Teaching or Learning Methods and Good Language Learner
This document discusses teaching and learning methods for language acquisition. It begins by explaining the importance of individual learner variables and learning context. It then outlines the key components of communicative language teaching: grammatical, discourse, sociolinguistic, and strategic competence. Another theory discussed is that language function is more important than form structure. The document lists several language teaching methods like situational language teaching, the natural method, and total physical response method. It describes the participants in the research project as intermediate or above language learners. It poses questions about replicating the research in other places or with different ages. Finally, it concludes that good language learners use a variety of methods and are flexible to suit different learner needs.
Teaching or Learning Methods and Good Language Learner
- 1. Teaching or Learning Methods and Good Language Learner GROUP 11: - Eko Ridho Alreza - Ryanshan Gunawan
- 2. Introduction Individual learner variables have been increasingly recognized as important factors in students success or otherwise as language learners. However, in order to understand what it is that makes a good language learner, it is important to look at not only the characteristic of the individual learner, but at “the context in which individual learn (Norton and Toohey, 2001, p.318).
- 3. An important theoretical principle underlying the communicative language teaching movement was called “Communicative competence”. Communicative competence is ability to use language to convey and interpret meaning, and it was later divided by Canale and Swain (1980) into four separate components:
- 4. Grammatical Competence Discourse Competence Sociolinguistic Competence Strategic Competence
- 5. Another one of communicative language teaching theory is the belief that how language function is more important than knowledge of form structure.
- 6. Other less widely adopted language teaching and learning methods and approaches include, among others: Situational language teaching (whereby grammar and vocabulary are practiced through situations) the natural method (which emphasizes natural acquisition rather than formal grammar study) the direct method (which uses only the target language) the total-physical response method (which stresses the importance of motor activity) the silent way (which encourages the teacher to be silent as much as possible) suggestopedia (which attempts to harness the influence of suggestion, such as music or art, on human behavior)
- 7. The Participants The participants were 37 students who came from variety of background those included in this research were at intermediate level or above, and so had already demonstrated language learning ability . Learners taken not to suggest by implication that lower level learners are necessarily “bad” learners (they may, in fact, make rapid progress from an initial low-level placement), the questionnaire was considered by teacher of the lower-level classes to be too difficult and time consuming at that point in time. Therefore, those classes chosen to be included in this study consisted of already quite successful or good language learners.
- 9. Ongoing of the Research Project Does the research show the same result if it takes in another place? How about the age? Does that affect to the progress?
- 10. Conclusion Good learners use a wide variety of learning methods, rather than keeping rigidly to a single methods which best suit the needs of the particular learners in a given situation. They need to be resourceful, flexible and ready to adapt and try a variety of methods in order to help their students got success in language learning
- 11. Thank You