METHODOLOGY

2C
Fuji Handayani

13221007

Shinta Kurniawati

13221008

BASIC PRINCIPLES OF LANGUAGE LEARNING

Language learning is developmental process.

Existing knowledge contributes to better understanding.

Language learning is an active process.

- psycho-motor activity
- language processing activity

Language learning is a decision making process.

- enhance critical thinking
- developmental process of knowledge takes place.

Language learning is not just a matter of linguistic knowledge.

- Linguistic knowledge and cognitive capacity should be
developed together.

Language learning is not the learners first experience with language.

- Learners are already competent in communication.

Learning is an emotional experience.

- Create positive emotions

Language learning is to large extent incidental.

- Language can be learned in many ways.

Language learning is not systematic.

- Learners should create their internal system inside the
brain.

TECHNIQUES
Gaps

Gaps create the demand of thinking in the learning process. There are
varies of gaps:
a)

Information Gaps

b)

Media Gaps

c)

Reasoning Gaps

d)

Memory Gaps

e)

Jigsaw Gaps

f)

Opinion Gaps

g)

Certainty Gaps

Variety
In order to get the repetition necessary to help learning, there must be a
variety to keep the mind alert. Variety can be achieved in:
(i)

Medium: text, speech

(ii)

Classroom Organisation: pair work, group

(iii)

Learner Roles: presenter, negotiator

(iv)

Exercise, activity, task

(v)
(vi)

Skills: , listening, speaking

Topic

(vii)Focus:

fluency, discourse

Prediction
Using existing knowledge of pattern or system to assume or anticipate a novel
situation.
Enjoyment
Necessary in order to engage the learners mind. It doesnt matter how relevant
a lesson is, if it bores the learners it is a bad lesson.
An integrated methodology
Using a range of skills increases the range of activities in the classroom.
Coherence
The progress of lesson should be clear. Each stage should be in order to ensure
a smooth flow of process.
Preparation
An early planning on what is needed to be taught in the lesson. Also normally
interpreted as the teacher planning the stages of the lesson.

Involvement
Participation of the student in both cognitively and emotionally in the lesson.

Creativity
Lesson should includes activities that allow varies answer level of responses.

Atmosphere
The cultivation of a cooperative social climate within the classroom. Eg. A
teacher who is unsure of the materials or who actively dislikes the subject area
will project a different ambience.

CONCLUSION

Identify the learners' needs, create syllabus and carry out methodologies is
not enough to let an ESP programme to be successful.

Interaction between the teachers and the learners is more important to create
a successful ESP programme.

Enable learners to communicate effectively using the target language by

interaction.

Enable learners to achieve the course goal.

Can improve both teachers and learners performances.