Teaching or Learning Methods and Good Language Learner

GROUP 11: - Eko Ridho Alreza

- Ryanshan Gunawan

Introduction

Individual learner variables have been increasingly

recognized as important factors in students

success or otherwise as language learners.

However, in order to understand what it is that

makes a good language learner, it is important to

look at not only the characteristic of the

individual learner, but at “the context in which

individual learn (Norton and Toohey, 2001, p.318).

An important theoretical principle

underlying the communicative language

teaching movement was called

“Communicative competence”.

Communicative competence is ability to

use language to convey and interpret

meaning, and it was later divided by

Canale and Swain (1980) into four

separate components:

Grammatical Competence

Discourse Competence

Sociolinguistic Competence

Strategic Competence

Another one of communicative

language teaching theory is the

belief that how language

function is more important

than knowledge of form

structure.

Other less widely adopted language teaching and learning methods and approaches include, among others:

Situational language teaching (whereby grammar and vocabulary are practiced through situations)

the natural method (which emphasizes natural acquisition rather than formal grammar study)

the direct method (which uses only the target language)

the total-physical response method (which stresses the importance of motor activity)

the silent way (which encourages the teacher to be silent as much as possible)

suggestopedia (which attempts to harness the influence of suggestion, such as music or art, on human behavior)

The ParticipantsThe participants were 37 students who came from variety of

background those included in this research were at intermediate level

or above, and so had already demonstrated language learning ability .

Learners taken not to suggest by implication that lower level learners

are necessarily “bad” learners (they may, in fact, make rapid progress

from an initial low-level placement), the questionnaire was

considered by teacher of the lower-level classes to be too difficult and

time consuming at that point in time. Therefore, those classes chosen

to be included in this study consisted of already quite successful or

good language learners.

Ongoing of the Research Project

Does the research show the same result if it takes in

another place?

How about the age? Does that affect to the progress?

ConclusionGood learners use a wide variety of learning methods,

rather than keeping rigidly to a single methods which

best suit the needs of the particular learners in a given

situation. They need to be resourceful, flexible and ready

to adapt and try a variety of methods in order to help

their students got success in language learning

Thank You