Ratrapage

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‘

References: Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: OUP. Brown, H.D. (2001). Teaching by Principles. 2nd. Englewood Cliff, N.J.: Prentice Hall Brown,H.D. (2000). Principles of Language Learning and Teaching. Englewood Cliff, N.J.: Prentice Hall. Chen, Li-Ling (2006). The Effect of L1 and CAI on Grammar Learning : An Error Analysis of Taiwanese Beginning EFL Learner‘s English Essays. Asian EFL Journal, vol 9, January 2006. Dornyei, Z. (2003, May ). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research and Applications. Language Learning Journal, 53 (S1), pp. 3-32. Ehrman, M. (1993). Ego Boundaries Revisited: Toward a Model of Personality and Learning. In J. E. Alatis (Ed.), Strategic interaction and language acquisition: Theory, practice, and research (pp. 330-362). Washington, DC: Georgetown University Press. Ellis, R. (1994). The study of second language acquisition. Oxford. Oxford University Press. Frenkel-Brunswik, E., 1949. ―Intolerance of Ambiguity as an Emotional and Perceptual Personality Variable.‖ Journal of Personality. 18, 108-143. Harmer, J. (1988). How to teach English. Essex, England: Longman Harmer,J. (2001). The Practice of English Language Teaching. Essex, England: Longman Harmer, Jeremy . (2007). The Practice of English Language Teaching Fourth Edition. Essex, England: Pearson Education Ltd. Ma, K. (1998). The Representation of Gender in Current ESL Reading Materials. ORTESOL Journal, 19, 1-22. 48 Noels, K.A,. Pelletier, L.G., Clement,R., Vallerand, R,J. (2003). Why are you learning second language? motivational orientation and self-determination theory. Language Learning, 53 (S1). Pp. 3364. Nunan, D. (2003). Practical English Language Teaching. New York: McGraw-Hill Companies. Porreca, K.L. (1984). Sexism in Current ESL Textbooks. TESOL Quarterly, 18 (4), 705-724. Ryan, R, M,. L and Deci, L,E,. (2000). Facilitation of Intrinsic Motivation, Social Development, and Well Being. American Psychologist, 55 (1), pp. 68-78. Williams, M and Burden, R, L. (1997).Psychology for language teachers: a social constructivist approach. Cambridge. Cambridge University Press. http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToA pproachLanguageLearning/TheAudioLingualMethod.htm, accessed on 12 November 2008. Tang, X, (2006). Principles in Teaching Process Writing in a LearnerCentered Classroom. http://www.linguist.org.cn/doc/su200602/su20060210.pdf, accessed on 12 November 2008. 49