Johannes A.

Prayogo State University of Malang

Disciplines Contributing to EFL Teaching

TECHNOLOGY

EFL TEACHING
LINGUISTICS PSYCHOLOGY

Technology Contributing to EFL Teaching

Reading as a visual process Reading as a decoding process Reading as a thinking process Reading as a metacognitive process Reading as a psycholinguistic process Reading as a technological process

Foreign Language Teaching in the Past 2-3,000 Years

Not so much information In western world Latin and Greek to beef up intelligence Employing Classical Method, focusing on grammatical rules, memorized vocabulary, textual translation Classical Method adopted all over the world as tradition Oral language neglected

Classical Method Grammar Translation Method (GTM) Grammar Translation Method

The End of the 19th Century

Using L1 Presenting lists of vocabulary Explaining grammatical rules Reading classical texts for grammatical excercises Implementing translation exercises Ignoring speaking/pronunciation

 Swing

of the Pendulum/Cyclical Audiolingual Method (ALM) 1940s1950s Grammar Translation Method (GTM) 1960s-1970s Communicative Language Teaching (CLT) 1980s-2010

During the Century

th 20

Cont.
The 1984 Curriculum The 1994 Curriculum The 2004 Curriculum The 2006 Curriculum

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

Contribution of Linguistics and Psychology to EFL Teaching

EFL Teaching

Linguistics

Psychology

Classical Method (Prior to 1940s)

Classical Method Physiological -Functional Psychology

Traditional Linguistics

Principles of Traditional Linguistics

Focusing on written language (reading and writing) rather than on oral one (speaking and listening). Applying prescriptive grammar using a Latin model for grammar explanation. Believing in the importance of vocabulary improvement Enhancing learning about language through grammar translation rather than learning to use the language for communication

Principles of PhysiologicalFunctional Psychology

Believing in innate capacity; learning is the process of activating the innate capability Implementing study of great books to improve learners mind Believing that source of knowledge is physical environment Learning occurs through contacts with the environment

Teachers 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-writing skills but ignoring speakinglistening skills

Audio-Lingual Method (1940s-1950s)

AudioLingual Method Structural/ Descriptive Linguistics Behavioristic Psychology

Principles of StructuralDescriptive Linguistics

Heed on spoken/oral language (speaking-listening) Major stress on the empirical analysis of speech data Avoidance of errors Mind is tabula rasa (a blank tablet) upon which language is engraved through habit forming practice

Cont.
Teaching the language not about the language Practice of inductive approach Emphasis on contrastive analysis of learners native language (L1) and L2 as a means of predicting speakers errors

Principles of Behavioristic Psychology

Learning

is a process of conditioning involving stimulus-response activities Repetition and reinforcement Over learning and automatic Mechanistic learning

Teachers Activities in ALM

Using L2 as much as possible/becoming the model in all steps of learning Training speaking skills and listening skills without showing the return forms Teaching grammar through pattern practice not through explanation Delaying the presentation of vocabulary until all basic structures are mastered Teaching vocabulary through contexts

Grammar Translation Method (1960s-1970s)

Grammar Translation Method Transformational Generative Linguistics
Cognitive Psychology

Principles of Transformational Generative Linguistics

Recognition of the innate capacity of humans to learn language and create utterances never heard Errors accepted as a natural part of learning process and a means of discovering students learning strategies Oral and written forms equally important Reasoned application of rules through a deductive approach Competence then performance Recursiveness and generativeness of rules

teachers 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 rules and translation of sentences and texts as dominant activities Avoiding/delaying teaching pronounciation Focusing on accuracy more than communicativeness Permiting the use of L1

Communicative Language Teaching (1980s-2010s)

Communicative Language Teaching
Blends of Sub-fields of Linguistics Constructivism /Humanistic Psychology

Major Sub-fields of Linguistics

Socio-Linguistics

Syntax Semantics

Psycho-Linguistics

Principles of Some Sub-fields of Linguistics

Language is basically a means of communication Learners communicative competence should be strengthened The main communicative competence is discourse competence which includes linguistic competence, actional competence, socio-cultural competence, and strategic competence. Communicativeness is more important than accuracy Contexts (linguistic, physical, social, etc.) are crucial

Principles of ConstructivismHumanistic Psychology

Learners 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

Teachers Activities in CLT

Enhancing cooperative/collaborative learning (think-pair share, think-pair square, expert group, etc.) Creating meaningful and contextual learning Presenting functional dialogues and texts Adopting teaching strategies flexibly Providing authentic materials and learning and implementing authentic assesment Integrating language skills and language components in teaching

Wrap up
Two disciplines greatly contributing to EFL teaching are linguistics and psychology Linguistics provides information about language in general and about the specific language being taught while psychology describes how learning takes place

Cont.
Since linguistics and psychology have changed their theoretical viewpoints from time to time, EFL teaching methods have also change What may today seem the best means of teaching a foreign language may not remain so in the light of new findings in the fields of linguistics and psychology