FUNDAMENTAL THEORIES IN LANG LEARNING & TEACHING.ppt

TEORI-TEORI DALAM PENGAJARAN BAHASA. DIBUTUHKAN DALAM PENGAJARAN DAN PEMEROLEHAN BAHASA

1. LANGUAGEANDLANGUAGE
LEARNING ANDTEACHING:
FUNDAMENTAL THEORIES
PROF. DR. ABDUL HAKIM YASSI, DIPL.TESL, MA

2. WHAT IS LANGUAGE?

3. Yourview(s)oflanguagedetermines
yourwayofteaching.
Whatisyourviewoflanguage?

4. For me language is...
–asystemofsigns.
–asetofrulesandprinciples.
–asystemofconventionalspokenor
writtensymbols.
–aset(finiteorinfinite)ofsentences,each
finiteinlengthandconstructedoutofa
finitesetofelements.

5. –amatrixfortheexpressionofthoughts.
–asocialmediumofexpression.
–aninstrumentofsocialinteraction.
–aweaponofempowermentandatool
againstoppression.
–apsychologicaltoolusedtosolve
problems.

6. WHATARETHECOMMON
VIEWSONLANGUAGE?
WHATARETHECOMMON
VIEWS ON LANGUAGE
LEARNING?

7. LANGUAGE ISASYSTEMOF
STRUCTURES
LANGUAGE ISALINGUISTIC
SYSTEMMADEUPOFVARIOUS
SUBSYSTEMS:
THE
SYSTEM
OF GRAMMAR
THE
SYSTEM
OF WORDS
THE
SYSTEM OF
SOUNDS
THE
SYSTEM OF
LANGUAGE

8. •LEARNINGALANGUAGEISTOLEARNITS…
VOCABULARYANDSTRUCTURALRULES.
SYNTACTICSYSTEM(PHRASES&SENTENCES)
MORPHOLOGICAL/LEXICAL SYSTEM
(MORPHEMES &WORDS)
PHONOLOGICAL SYSTEM(PHONEMES)
STRUCTURALVIEW

9. LANGUAGE IS A LINGUISTIC SYSTEM AS
WELL AS A MEANS FOR DOING THINGS
LEARNERS LEARN A LANGUAGE IN ORDER
TO DO THINGS WITH IT(USEIT)
LEARNERS LEARN A LANGUAGE THROUGH
USING IT
INSTRUCTION FOCUSED ON THE
FUNCTIONS AND NOTIONS OF LANGUAGE
FUNCTIONALVIEW

10. LANGUAGEISACOMMUNICATIVE TOOL
TOMAINTAINSOCIALRELATIONS.
LANGUAGE ISTHEREFLECTION OF
CULTURES
LEARNERSNEEDTOKNOWTHERULES
OFALANGUAGEANDWHERE,WHEN
ANDHOWITISAPPROPRIATETOUSE
THEM.
INSTRUCTION ONCULTURES AND
FOCUSONAPPROPRIATENESS OF
SPEECH

11. TWO THINGS ARE NEEDED FOR
COMMUNICATION:
RULES OF LANGUAGE FORM
(GRAMMAR & VOCABULARY)
RULESOFLANGUAGEUSEINACONTEXT
ISITAPPROPRIATE TOUSETHIS
LANGUAGEITEMINTHISCONTEXT?
INTERACTIONALVIEW

12. Views Language Language learning
Structural Language isa
linguisticsystem
madeupofstructural
rulesandvocabulary.
tolearnthesestructuralitems..
*vocabularyandgrammar
(sentencepatterns)
FunctionalLanguage isa
linguisticsystemas
wellasameansfor
doingthings(tobe
usedinreallife).
toknowhowtocombinethe
grammaticalrulesandthe
vocabularytoexpressnotionsthat
performthefunctions.
•communicativecategories
•communicativeability(tobeableto
communicate)
Interactional
Language isa
communicativetool
tomaintainsocial
relations.
notonlytoknowthegrammarand
vocabularyofthelanguage,butalso
toknowtherulesforusingthemina
wholerangeofcommunicative
contexts.
•tocommunicate appropriately
(communicativestrategies,cultural
awareness,etc.)

13. What are the common views on
language learning?

14. Process-orientedtheoriesare
concernedwithhowthemind
processesnewinformation,such
ashabitformation,induction,
makinginference,hypothesis
testingandgeneralization.

15. Condition-oriented theories
emphasizethenatureofthehuman
andphysicalcontextinwhich
languagelearningtakesplace,such
asthenumberofstudents,whatkind
ofinputlearnersreceive,andthe
learningatmosphere.

16. PROCESS-ORIENTED
THEORIES
BEHAVIORISM

17. CONDITION-ORIENTED
THEORIES
COGNITIVISM
CONSTRUCTIVISM
SOCIAL-CONSTRUCTIVISM

18. BehaviorismPavlov
Skinner
Imitation &
repetition
(S-R-R)
External
factors
•Representatives: Pavlov, Skinner.
•Behaviorist view of language and learning.
•Allcomplexformsofbehaviorscanbelearnedby
Stimulus-Response-Reinforcement.
•Language is a form of behavior.
•Languagecanbelearnedasanimalsaretrainedtorespond
tostimuli(bymechanicaldrillssuchasimitation&
repetition).
•Influence (Audio-Lingual Method).
•‘Listenandrepeat’drillingactivitiesarethemost
importantclassroomactivities.
•Mistakesareimmediately correctedandcorrect
utterancesareimmediatelypraised.

19. IVAN PAVLOV: S-R
(1849-1936)

21. B. F. SKINNER: S-R-R
(1904 -1990)

23. Cognitivism
ChomskyThinking
(creativity)
Internal
factors
•Representative: Chomsky
•Cognitive view of language and learning
•Influence: Natural Approach
•Ifalllanguageislearnedbyimitationand
repetition,howcanachildproducea
sentencethathasneverbeensaidbyothers
before?
•“Olha o desenho que eu fazi”;
•“Vamos lá no pintinheiro?”
•“Eu não sabo não.
•Languageisnotaformofbehaviour.Itisan
intricate(complicated)rule-basedsystem.
(Languageisrule-governed)

24. Cognitivism
•Childrenmusthaveaninbornfacultyfor
languageacquisition.
•LanguageAcquisitionDevice(LAD).
•Thereareafinitenumberofgrammatical
rulesinthesystemandwithknowledgeof
theserulesaninfinitenumberofsentences
canbeproduced.(Languageisgenerative)
•Influenceofcognitivetheory
•Learnersshouldbeallowedtocreatetheir
ownsentencesbasedontheirunderstanding
ofcertainrules(creativity).

25. Input
(Language Data)
Language
Acquisition
Device (LAD)
Output
(Language Produced
by the Learner)

26. NOAM CHOMSKY
(1928--)

27. Constructivism Piaget
Dewey
Bruner
Personal
construction
Interaction
•Representatives: Piaget, Bruner, Dewey.
•Constructivist view of language and learning

28. JEAN PIAGET
(1896 –1980)

29. PIAGET’S VIEWS AND INFLUENCE
•LEARNING IS A PERSONAL
CONSTRUCTION OF KNOWLEDGE
TO BE LEARNED BASED ON THE
LEARNER’S PREVIOUS
EXPERIENCE.
LEARNER’S EXPERIENCE
KNOWLEDGE TO BE LEARNED
Learner’s
personal construction

30. Receiving
information
Processing
information
Constructing
new meanings
Input
(listening,
reading)
DECODING
Relating what learners
already know with the
received information
(Listening/reading)
comprehension
output

32. JOHN DEWEY
(1859-1952)

33. DEWEY’S VIEWS AND INFLUENCE
•Learning by doing
•Teachingshouldbebuilton
learners’experienceandengage
learnersinlearningactivities.

34. DEWEY’S VIEWS AND INFLUENCE
•Learning by doing
•Teachersneedtodesign
environmentsandinteract
withlearners.

35. Social-
constructivism
VygotskyZPD &
scaffoldsInteraction
•Representative: Vygotsky
•Social-constructivist view of language and
learning
•Social-constructivist views of language and
language learning

36. LEV VYGOSKY
(1896-1934)

37. SOCIAL-CONSTRUCTIVIST VIEWS OF
LANGUAGE AND LANGUAGE LEARNING
•Interactionandengagement with
thetargetlanguageinasocial
contextisimportant.
•ZPD—Zone of Proximal
Development

38. ZONE OF PROXIMAL
DEVELOPMENT
& SCAFFOLDING

39. SOCIAL-CONSTRUCTIVIST VIEWS OF
LANGUAGE AND LANGUAGE LEARNING
•SCAFFOLDING —LEARNING IS
BESTACHIEVED THROUGH THE
DYNAMIC INTERACTION
BETWEEN :
–THETEACHER ANDTHELEARNER
(QUESTION &EXPLANATION)
–THELEARNERS THEMSELVES .

40. YOURVIEWOFLANGUAGE DETERMINES
YOURWAYOFTEACHING.
YOUR VIEW OFLANGUAGE LEARNING
DETERMINES YOURWAYOFTEACHING.
YOURVIEWOFLANGUAGE ANDLANGUAGE
LEARNING DETERMINES YOURTEACHING
METHODS .
YOURTEACHING METHOD ISAMAJOR
FACTOR TO DETERMINE WHETHER
YOU’LLSUCCEED ORNOTINAGIVEN
CONTEXT.

41. WHAT METHODDO YOU USE IN
TEACHING A FOREIGN LANGUAGE?
WHYISTHESTUDYOFLANGUAGE TEACHING
METHODSIMPORTANT?
•THESTUDYOFAPPROACHES ANDMETHODS
PROVIDESTEACHERS WITHAVIEWOFHOWTHE
FIELDOFLANGUAGETEACHINGHASEVOLVED.
•THEYCANBESTUDIEDNOTASPRESCRIPTIONS FOR
HOWTOTEACHBUTASASOURCEOFWELL-USED
PRACTICES,WHICHTEACHERS CANADAPTOR
IMPLEMENTONTHEIROWNNEEDS.

42. •EXPERIENCE INUSINGDIFFERENT TEACHING
APPROACHES AND METHODS CAN PROVIDE
TEACHERSWITHBASICTEACHINGSKILLSTHATTHEY
CANLATERADDTOORSUPPLEMENT ASTHEY
DEVELOPTEACHINGEXPERIENCE.
•WHENTEACHERSAREEXPOSEDTOMETHODSAND
ASKEDTOREFLECTONTHEIRPRINCIPLESAND
ACTIVELYENGAGEWITHTHEIRTECHNIQUES,THEY
CANBECOMECLEARERABOUTWHYTHEYDOWHAT
THEYDO.THEYBECOMEAWAREOFTHEIROWN
FUNDAMENTAL ASSUMPTIONS,VALUESANDBELIEFS.

43. •BYBECOMING CLEARERONWHERETHEYSTAND,
TEACHERS CANCHOOSETOTEACHDIFFERENTLY
FROMTHEWAYTHEYWERETAUGHT.THEYAREABLE
TOSEEWHYTHEYAREATTRACTED TOCERTAIN
METHODSANDREPELLEDBYOTHERS.
•AKNOWLEDGE OFMETHODS OFFERSTEACHERS
ALTERNATIVES TOWHATTHEYCURRENTLY THINK
ANDDO.WITHAKNOWLEDGE OFVARIOUSMETHODS,
THEYAREABLETOMAKECHOICESTHATARE
INFORMED,NOTCONDITIONED ORIMPOSEDBY
AUTHORITIES.

44. •ITISPARTOFTHEKNOWLEDGE BASEOFTEACHING.
WITHITTEACHERSJOINACOMMUNITYOFPRACTICE.
•AKNOWLEDGE OFMETHODS HELPSEXPANDA
TEACHER’SREPERTOIRE OFTECHNIQUES WHICH,
PRESUMABLY, HELPS THEM DEAL MORE
EFFECTIVELYWITHTHEUNIQUEQUALITIESAND
PARTICULAR CHARACTERISTICS OF THEIR
STUDENTS.
•THEYCANHELPTEACHERS INQUIREINTO,AND
PERHAPSTRANSFORM, THEIRUNDERSTANDING OF
THETEACHING/LEARNING PROCESS.

45. Approach Method Technique
* A setof
assumptionsor
beliefs about
language
teaching/learning.
*Theoriesabout
language.
*Itisaxiomaticand
describes the
natureofthe
subjectmatter.
*Anapproachcan
giveriseto
differentmethods.
* A practical
applicationofan
approach.
*Anoverallplan,
levelatwhich
theoryisputinto
practiceincluding
ornotanorderly
presentationof
languagematerial.
*Whiletheapproach
isaxiomatic,the
method is
procedural.
*Itreferstothe
practical
implementationof
activitieswithina
method.
*Aspecifictaskor
activity that
actuallytakes
place in a
classroom,i.e.,a
strategy,
procedure.
APPROACH, METHODAND TECHNIQUE (ANTHONY,
1963).

46. •DIFFERENTTHEORIESABOUTTHENATUREOFLANGUAGEANDHOW
LANGUAGES ARELEARNED(THEAPPROACH)IMPLYDIFFERENTWAYS
OFTEACHINGLANGUAGE(THEMETHOD)ANDDIFFERENTMETHODS
MAKEUSEOFDIFFERENTKINDSOFCLASSROOM ACTIVITIES(THE
TECHNIQUES)

47. APPROACH, DESIGN AND PROCEDURE
(RICHARDS; RODGERS, 1986)
METHOD
Approach Design Procedure
*referstothebeliefs
andtheoriesabout
language,language
learning and
teaching that
underlieamethod
*levelinwhich
objectives,syllabus,
and content are
determined,andin
whichobjectives,the
rolesofteachers,
learners and
instructional
materials are
specified
* concerns the
techniques and
practicesemployed
intheclassroomas
consequences of
particular
approaches and
designs.

48. THE AUDIO-LINGUAL METHOD
•APPROACH
•THEORYOFLANGUAGE
•THESTRUCTURAL VIEWOFLANGUAGEISTHEVIEW
BEHINDTHEAUDIO-LINGUALMETHOD.PARTICULAR
EMPHASISWASLAIDONMASTERINGTHEBUILDING
BLOCKSOFLANGUAGE ANDLEARNINGTHERULES
FORCOMBININGTHEM.

49. •THEORYOFLEARNING
•BEHAVIORISM, INCLUDINGTHEFOLLOWING
PRINCIPLES:
•LANGUAGELEARNINGISHABIT-FORMATION
•MISTAKESAREBADANDSHOULDBEAVOIDED,AS
THEYMAKEBADHABITS
•LANGUAGE SKILLSARE LEARNED MORE
EFFECTIVELYIFTHEYAREPRESENTED ORALLY
FIRST,THENINWRITTENFORM
•ANALOGYISA BETTERFOUNDATIONFOR
LANGUAGELEARNINGTHANANALYSIS
•THEMEANINGS OFWORDS CANBELEARNED
ONLYINALINGUISTICANDCULTURALCONTEXT

50. •DESIGN
•OBJECTIVES
•HEREARESOMEOFTHEOBJECTIVESOFTHE
AUDIO-LINGUALMETHOD:
•ACCURATE PRONUNCIATION AND GRAMMAR
•ABILITYTORESPONDQUICKLYANDACCURATELY
INSPEECHSITUATIONS
•KNOWLEDGE OFSUFFICIENTVOCABULARY TO
USEWITHGRAMMAR PATTERNS.
•THE SYLLABUS
•AUDIOLINGUALISM USES A STRUCTURAL
SYLLABUS
•TYPES OF LEARNING TECHNIQUES AND
ACTIVITIES
•DIALOGUES
•DRILLS

51. •PROCEDURE
•HEREISATYPICALPROCEDURE INANAUDIO-
LINGUALCOURSE:
•STUDENTSHEARA MODELDIALOGUE
•STUDENTSREPEATEACHLINEOFTHE
DIALOGUE
•CERTAINKEYWORDSORPHRASESMAYBE
CHANGEDINTHEDIALOGUE
•KEYSTRUCTURES FROMTHEDIALOGUE
SERVEASTHEBASISFORPATTERNDRILLSOF
DIFFERENTKINDS.
•THESTUDENTSPRACTICESUBSTITUTIONSIN

52. TOTAL PHYSICAL RESPONSE
•APPROACH
•THEORYOFLANGUAGE
•ASHERDOESNOTDIRECTLYADDRESSHISVIEWOF
LANGUAGE BUTRICHARDSANDRODGERS STATE
THATTHELABELINGANDORDERINGOFCLASSROOM
ACTIVITIESSEEMTOBEBUILDONTHESTRUCTURAL
VIEWOFLANGUAGE
•THEORYOFLEARNING
•ASHER'SLANGUAGE LEARNING THEORIES SEEM
SIMILARTOTHOSE OFOTHER BEHAVIORAL
PSYCHOLOGISTS .THEREARESOMEPRINCIPLESHE
ELABORATES:

53. •SECONDLANGUAGE LEARNINGISPARALLELTO
FIRSTLANGUAGE LEARNING ANDSHOULD
REFLECTTHESAMENATURALISTICPROCESSES;
•LISTENINGSHOULDDEVELOPBEFORESPEAKING;
•CHILDRENRESPOND PHYSICALLYTOSPOKEN
LANGUAGE,ANDADULTLEARNERS LEARN
BETTERIFTHEYDOTHATTOO;
•ONCELISTENINGCOMPREHENSION HASBEEN
DEVELOPED,SPEECHDEVELOPSNATURALLYAND
EFFORTLESSLYOUTOFIT;
•ADULTS SHOULD USERIGHT-BRAINMOTOR
ACTIVITIES,WHILETHELEFTHEMISPHERE
WATCHESANDLEARNS;
•DELAYINGSPEECHREDUCESSTRESS.

54. •DESIGN
•OBJECTIVES
•HEREARESOMEOFTHEOBJECTIVESOFTOTAL
PHYSICALRESPONSE
•TEACHINGORAL PROFICIENCYATA BEGINNING
LEVEL
•USINGCOMPREHENSION AS A MEANSTOSPEAKING
•USINGACTION-BASEDDRILLSIN THEIMPERATIVE
FORM

55. •THE SYLLABUS
•TPRUSES ASENTENCE-BASED GRAMMATICAL
SYLLABUS.
•TYPESOFLEARNINGTECHNIQUESANDACTIVITIES
•ACTIVITIESWHEREACOMMAND ISGIVENINTHE
IMPERATIVEANDTHESTUDENTSOBEYTHECOMMAND
ARETHEMAINONESINTPR.

56. •PROCEDURE
•ASHER GIVESSTEP-BYSTEPACCOUNTSOFHOWTO
USE TPR FOR ENGLISHOROTHERLANGUAGES.

57. COMMUNICATIVE LANGUAGE
TEACHING
•COMMUNICATIVE LANGUAGE TEACHINGBEGANIN
BRITAININTHE1960SASAREPLACEMENT TOTHE
EARLIER STRUCTURAL APPROACH, CALLED
SITUATIONALLANGUAGETEACHING.
•THISWASPARTLYINRESPONSE TOCHOMSKY'S
CRITICISMS OFSTRUCTURAL THEORIES OF
LANGUAGE ANDPARTLYBASEDONTHETHEORIES
OFBRITISHFUNCTIONALLINGUISTIS,SUCHASFIRTH
AND HALLIDAY, AS WELL AS AMERICAN
SOCIOLINGUISTS,SUCHASHYMES,GUMPERZAND
LABOVANDTHEWRITINGSOFAUSTINANDSEARLE
ONSPEECHACTS.

58. •APPROACH
•THEORYOFLANGUAGE
•THEFUNCTIONAL VIEWOFLANGUAGE ISTHE
PRIMARY ONE BEHIND THECOMMUNICATIVE
APPROACH,ASWELLASTHEINTERACTIONALVIEW.
•THEORY OF LEARNING
•NOTAGREATDEALHASBEENWRITTENABOUTTHE
LEARNINGTHEORYBEHINDTHECOMMUNICATIVE
APPROACH,BUTHEREARESOMEPRINCIPLESTHAT
MAYBEINFERRED:
•ACTIVITIES THAT INVOLVE REAL COMMUNICATION PROMOTE
LEARNING
•ACTIVITIES IN WHICH LANGUAGE IS USED FOR CARRYING
OUT MEANINGFUL TASKS PROMOTE LEARNING
•LANGUAGE THAT IS MEANINGFUL TO THE LEARNER

59. •DESIGN
•OBJECTIVES
•HEREARESOMEOFTHEOBJECTIVESOF
COMMUNICATIVE LANGUAGETEACHING:
•STUDENTSWILLLEARNTOUSELANGUGE
ASAMEANSOFEXPRESSION
•STUDENTS WILLUSELANGUAGE ASA
MEANS OFEXPRESSING VALUESAND
JUDGMENTS
•STUDENTSWILLLEARNTOEXPRESSTHE
FUNCTIONSTHATBESTMEETTHEIROWN
COMMUNICATION NEEDS.

60. •THE SYLLABUS
•COMMUNICATIVE LANGUAGETEACHINGOFTENUSES
AFUNCTIONAL-NOTIONALSYLLABUS.
•TYPESOFLEARNINGTECHNIQUESANDACTIVITIES
•COMMUNICATIVE LANGUAGE TEACHING USES
ALMOSTANYACTIVITYTHATENGAGESLEARNERSIN
AUTHENTICCOMMUNICATION .
•LITTEWOOD,HOWEVER HASDISTINGUISHED TWO
MAJORACTIVITYTYPES:
•FUNCTIONALCOMMUNICATION ACTIVITIES:ONES
AIMEDATDEVELOPING CERTAINLANGUAGE
SKILLSANDFUNCTIONS,BUTWHICHINVOLVE
COMMUNICATION

61. •SOCIAL INTERACTIONACTIVITIES, SUCHAS
CONVERSATION ANDDISCUSSIONSESSIONS,
DIALOGUES ANDROLE PLAYS
•PROCEDURE
•ITISDIFFICULTTOSUMMARIZETHEPROCEDURE IN
COMMUNICATIVE CLASSESBECAUSEOFTHEWIDE
VARIETYOFACTIVITIESUSED.

62. •REFERENCES
•RICHARDS,JACKC.ANDTHEODORES.RODGERS.
APPROACHES ANDMETHODS INLANGUAGE
TEACHING: A DESCRIPTION AND
ANALYSIS.CAMBRIDGE:CAMBRIDGEUNIVERSITY
PRESS.1986.
•WWW.NSE.CN/NSE/JP/08110308.PPT
•WWW.DEU.EDU.TR/.../BIRIMLER/.../HISTORY_OF_L
ANGUAGE_TEACHING.PPT
•210.46.96.21/JPSYSTEM2/UPLOADFILE/2008519232
715611.PPT
•HTTP://WWW.SIL.ORG/LINGUALINKS/LANGUAGELE
ARNING/WAYSTOAPPROACHLANGUAGELEARNING
/CONTENTS.HTM