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TEFL Methodology Teaching English as Foreign Language Methodology

Disusun oleh: Lusi Nurhayati, M.App.Ling. (TESOL) Nury Supriyanti, M.A. Anita Triastuti, M.A.

Jurusan Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta 2008

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Table of Content Introduction ……………………………………………………………………………2 Chapter 1 Chapter 2 Chapter 3 Chapter 4 Factors Affecting SLA (Individual differences) … 6 Characteristics of a good language learner ……..20 Continuing Teacher Education: Competencies Required of EFL Teachers The Development of EFL Methodology …………….. a. Grammar Translation Methods b. Direct Methods c. Audio lingual methods d. Communicative Language Teaching Chapter 5 Communicative Language Ability ……………………… a. Communicative Language Performance b. Competence v.s Performance Chapter 6 Principles of Teaching EFL ………………………………… a. Teaching receptive skills b. Teaching productive skills Glossary ……………………………………………………………………………….. References …………………………………………………………………………….

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Introduction

The Nature of Language Conventionally, linguists perceive language as a complex communication system. It is also widely believed that language must be analyzed on several levels, i.e. phonology, syntax, morphology, semantics and lexis, pragmatics, discourse (Mitchel and Myles, 2001: 14). Lexis is individual words or set of words (vocabulary items) that have specific meaning, while phonology is the study of the sound features used in a language to communicate meaning (Sprat et al, 2005). Syntax deals with the structure and function of phrases and sentences whereas semantic is the study of meaning. Pragmatics investigates the relationship of sentences to discourse. Teacher‘s understanding about language will determine how or how much he/ she would teach the language.

Second/Foreign Language Learning Mitchel and Myles (2001: 11) define second language learning as ― the learning of any language to any level, provided only that learning of the ‗second‘ language takes place sometime later than the acquisition of the first language.‖ Furthermore, they define second languages as any languages other than the learner‘s native language or ‗mother tongue.‘ Language acquisition is the process by which language develops in humans. First language acquisition concerns the development of language in children, while second language acquisition focuses on language development in adults. There have been continuing debate on whether nature or nurture as the most important explanatory factor for acquisition.

Context for English Learning People learn English in different situations. Some may study English formally and the others may study it informally. The learners may also study it in English speaking countries such as Australia, the USA, Canada

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or the UK. As a result, learners may get a great deal of exposure to the language since English is used in every aspect of the society‘s life: education, daily conversation, trading, business, law, politics, etc. The majority of the English learners, nevertheless, study this in non-English speaking countries. In countries like Malaysia, India, Mexico, Singapore and so on, people use English as a second language. Some schools (or particular levels in some schools) use English as the language of instruction. In some countries, such as Nigeria, people of different ethnic groups may use English to communicate with each other.

In some countries like Indonesia, Vietnam and China, English is regarded as a foreign language; therefore, it is common to consider the context of English learning in these places as EFL (English as a Foreign Language) context. People do not use it as lingua franca or the means of

communication in several formal situations such as educational activity, governmental activity and law. In the study of English learning, ESL and EFL are regarded as similar in contexts, since, to some extent, they share similar situation. In Indonesia English has become one of...
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