1.

KHOSYATILLAH 18050115710173
2. NIKE AYU RISTIANA 18050115710089
3. NUR KHAYATUN ANISA 18050115710063
4. SITI WASI’ATUR ROHMAH
18050115710029
5. WINDA FIKRIANA 18050115710005
PRINCIPLES OF
FOREIGN LANGUAGE
TEACHING AND
LEARNING
 Foreign language teachers have
engaged in scientific approaches to
foreign language teaching methodology
based on experimentation and research
on linguistic, psychological, and
pedagogical foundations. Teachers must
have good understanding on the
underlying principle or theoretical
background which underpins the
emergence of the teaching methodology.
thefour major learning theories
which many psycholinguists and
applied linguistics are familiar
with, namely: behaviorism,
cognitivism, humanism, and
constructivism.
BEHAVIORISM
 PAULO : stimulus n response work together
 WATSON : complex behaviors are learned
by building up series of responses
 Skinner : learning is basically viewed as a
process of conditioning behavior
 Brook : learning as “a change in
performance that occurs under the
conditions of practice”.
COGNITIVISM
 Noam Chomsky: Cognitivism focuses on the
inner mental activities (the processes of knowing)
such as thinking, memory, knowing, and problem-
solving.

 Sternberg : learning is considered as an active,

constructive, cumulative, and self-directed
process that is dependent on the mental activities
of the learner
HUMANISM
Learning focuses more on the development of individual’s self-
concept and his personal sense of reality
 Erik Erikson : human psychological development depends not
only on the way in which individuals pass through
predetermined maturational stages, but on the challenges
that are set by society at particular times in their lives
 Abraham Maslow: needs---deficiency (or maintenance)
needs and being (or growth) needs
 Carl Rogers: Learning how to learn is more important than
being taught by the superior (teacher) who unilaterally
decides what will be taught.
CONSTRUCTIVISM
 Piaget: Learning is an interaction between
subject and object
 Bryn Holmes: there is a relationship
between the student and the instructor in
the learning process
 Vygotsky: Zone of Proximal Development
(ZPD)
 THEORY OF LANGUAGE
Genre
Swales (1990: 58) identified a genre as “a class of communicative events which share
some set of communicative purposes”.

Genre-based approach (GBA)

 Genre analysis is concerned with:
 The form of language use in relation to meaning (Bhatia 1993).
 Examining the structural organization of texts
 Understanding the communicative purpose of the text.
 Analyzing lexico-grammatical features
 Explaining social and psychological contexts (Henry & Roseberry, 1998).
 Analyzing the roles of the writer and the audience,
 Defining the context
 Example of Written genres:

 Personal letters (tell us about private

stories in a friendly mood because its
purpose is to maintain good
relationships)
 Film reviews (analyze movies for
potential viewers)
 An argument essay (emphasizes its
thesis since it aims at making an
argument)
UNDERSTANDING TEXT
 Agustien, (2006: 5), A text is a semantic unit, a unit of language
that makes sense.
 Butt et al. (2001: 3), stated that a text refers to “a piece of
language in use”, which is a “harmonious collection of meanings
appropriate to its context” and hence has “unity of purpose”.
 Biber in Paltridge (1996: 237) states that a text type is “a class of
texts having similarities in linguistic forms regardless of the genre”.
 Hammond in Paltridge (1996: 237-239) exemplifies the
characteristics of several genres and categorized them according
to similarities in text types: recipes have procedure type of text;
personal letters are often used tell private anecdotes;
advertisements deal with description; news articles have recount
type; scientific papers prefer passive voice over active voice in
presenting reports; and academic papers commonly have
embedded clauses
 a text may be long or short, written or spoken.
2. TEXT
Text types
 (1) Narratives tell a story, usually to entertain,
 (2) Recounts (Personal, Factual) tell what
happened,
 (3) Information Reports provide factual information,
 (4) Instructions tell the listener or reader what to do,
 (5) Explanations explain how or why something
happens, and
 (6) Expository Texts present or argue viewpoints.
 2. SPEECH ACT

 Speech act is an act of communication. In

attempting to express themselves,
 People perform action by utterances. Actions
which are performed via utterances are
generally called speech act.
 In English speech acts are “commonly given
more specific labels, such as greetings,
apology, complaint, compliment, invitation,
promise or request, refusal, atc” (Jule, 2000: 47).
 Communicative Competence
 The goal of language teaching is to develop "communicative competence."
that competence must be coupled with performance.
 (1) Grammatical competence or linguistic competence which refers to the
ability to use the rules of the language correctly,
 (2) Sociolinguistic competence which refers to the learner’s ability to use
language correctly in specific social situations – for example, using proper
language forms at a job interview(3) Discourse competence which refers to
the learner’s ability to use the new language in spoken and written discourse,
how well a person can combine grammatical forms and meanings to find
different ways to speak or write. concerns the selection, sequencing, and
arrangement of words, structures and utterances to achieve a unified spoken
or written text (i.e. cohesion, deixis, coherence, generic structure, and
conversational structure)
 (4) Strategic competence which refers to how
well the person uses both verbal forms and
non-verbal communication to compensate for
lack of knowledge in the other three
competencies.
 (5) Linguistic competence, refers to the ability
to use the language correctly,
 (6) Actional competence is defined as
competence in conveying and understanding
communicative intent, matching actional
intent with linguistic form
 (7) Discourse competence, Discourse
competence.
 Learning Styles
1. Cognitive
learning style: dealing with the
mental processes of information.

2. Sensory learning style: dealing with the

sensory.

3. Personality
learning style: dealing with the
personality characters.
Cognitive Learning Styles:

a. Field-Independent
b. Field-Dependent
c. Analytic
d. Global
e. Reflective
f. Impulsive
 Field-Independent

 Easily separates key details from a

complex/confusing background.
 Prefers free situation to work or accomplish
the goals and solves the problems.
 Likes to work individually.
 Field-Dependent
 Prefers group projects
 Needs more assistance from
the instructor.
 Requires diagrams and
illustrations as visual aids
containing verbal
information.
 Analytic
 Focuses on the main
idea and big
pictures.
 Concentrates on
details.
 Global
 Likes socially interactive.
 Emphasizes the main
idea.
 Avoids analysis on details.
 Reflective
 Tends to think systematically.
 Being more calculated in making decision.
 Tends to weigh all the consideration in a
problem.
 Works out all the loopholes.
 Tends to make fewer errors.
 Being slower but more accurate in reading.
 Tends to be inductive learning.
 Impulsive
 Tendsto produce a
quick gambling answer.
 Usually being a faster
reader.
Sensory Learning
Style:
a.Auditory Learner
b.Visual Learner
c.Kinesthetic/Tactile
Learner
 Auditory learner
 More awares of hearing things.
 Has the ability to remember speeches/lectures.
 Likes//keens on some activities involving recording,
word association, listening audiotapes, reading
notes aloud.
 Suits in discussion groups, lectures, tape recorder,
cooperative learning, information put to song,
mnemonic devices, reciting poems information.
 Visual learner
 Needs colorful illustrations/drawings to learn better.
 Uses media such as textbooks, worksheets, written
notes, maps, flash cards, diagrams, written
directions, posters, bulletin boards, graphic
organizers, etc
 Suits in involving such activities as drawing maps,
making outlines, taking notes, watching videos, using
highlighters and flash cards, etc.
 Kinesthetic learner/tactile learner
 Tends to be interested in role playing,
taking field trips, studying in small groups,
taking lab classes, visiting museums, etc.
 Suits in activities which involve more
energies.
 Multi-sensory learner
Involves visual, auditory, and
kinesthetic methods.
They can see, hear, touch, and
manipulate information.
Uses his/her body movement.
Personality Learning
Style:
a.Extroversion
b.Introversion
c.Tolerance for
Ambiguity
d.Intolerant
 Extroversion
 Gains energy from external world.
 Being energized by connecting with other
people.
 Tends to talk more.
 Being good at interpreting body language and
facial expression.
 Responds well to praise and competition.
 Introversion
 Derives energy from theinternal world.
 Seeks privacy.
 Tends to have a fewer friendship.
 Commonly talks less and reflects more before
acting.
 Likes
to worksindependently or with one-two
people.
 Prefers slower but more accurate approach.
 Tolerance for ambiguity
 Free
to entertain a number of innovative and
creative possibilities and not be disturbed by
ambiguity or uncertainty.
 More likely to be risk takers and persistent
processors, and can be expected to perform
well when faced with a learning situation
containing novelty, complexity, contradiction
and/or lack of structure.
 Intolerant
 Typically
lack the flexibility and the willingness to
perceive ambiguous situations as desirable.
 Canguard against the 'wishy-washy' attitude
and can deal with reality of foreign language
and system.
 Mayclose mind early in the learning process,
may become rigid in learning, too narrow to be
creative.
 Learner language
Learner language or Interlanguage is the language of
the second language learners. (Selinker 1977; 1997).
This system contains elements of NL (Native Language)
and TL (Target Language).

Terms related to interlanguage:

 Transitional Competence
 Idiosyncratic Dialect
 Approximative System
As a language system, interlanguage has specific features, they
are:
 Systematicity means that “there exists an internal consistency
in the rule and feature system which makes up the
interlanguage”. IL contains a set of rules and basic elements
(lexical items, phonological units, grammatical categories,
etc.)
 Permeability IL refers to "the susceptibility of interlanguage to
infiltration by first language and target language rules or
forms."
 Dynamicity IL is dynamic in the sense that “the system of rules
which learners have in their minds changes frequently, resulting
in a succession of interim grammar”
 Fossilizationmeans the persistence of
plateaus of non-target like
competence in the interlanguage.
When its dynamicity and permeability is
lost, the features of an interlanguage
become subject to fossilization.
1.6 Learner Language Analysis
 Learner language analysis is known as Error Analysis (EA).
This is “the first approach to the study of SLA which includes
an internal focus on learners’ creative ability to construct
language”.
 The focus of EA is on learner errors and the evidence of
how learner errors could provide an understanding of the
underlying processes of second language learning or SLA.
 The learners’ learning processes can be inferred from an
examination of learner language protocols, studies of
learner introspections, case studies, diary studies, classroom
observations, and experimental studies.
1.6.1 The procedure of Error Analysis
Sridhar elaborated into the following steps:
 Collection of data (i.e. from free compositions or from examination
answers);
 Identification of errors (those which are not acceptable nor accurate)
 Classification into error types (e.g. errors of agreement, articles, verb
forms, etc.);
 Statement of relative frequency of error types;
 Identification of the areas of difficulty in the target language; and
 Analysis of the source of error (e.g. L1 transfer, overgeneralization,
simplification, etc.);
 Determination of the degree of disturbance caused by the error (the
seriousness of the error in terms of communication, norm, etc.).
 Therapy or remedial lessons.
1.6.2 Error Identification
James (1998) said that sentences can be judged as
free from errors when they fulfill two criteria:
GRAMMATICALITY AND ACCEPTABILITY.
 Grammaticality is well-formedness. It is the grammar
which decides whether something which is said by a
learner is grammatical.
 Acceptability refers to “practical notion, being
determined by the use or usability of the form in
question; it deals with actualization procedure”
1.6.3 Error Description or Classification
According to Richards (1977), Dulay,
Burt, and Krashen (1982), and James
(1998) errors can be described using
different kinds of taxonomy, namely,
linguistic category, surface strategy,
comparative taxonomy, and
communicative effect.
1.6.4 Explanation of Error
Selinker suggests that there are five processes central
to second language learning, namely:
 (1) Overgeneralization.
 (2) Transfer of Training.
 (3) Strategies of Second Language Learning.
 (4) Strategies of Second Language Communication.
 (5) Language Transfer.
 Summaries :

There are four major learning

theories which many
psycholinguists and applied
linguistics are familiar with,
namely: behaviorism,
cognitivism, humanism, and
constructivism.
 Behaviorism has significant
influence on foreign language
teaching. It provides the learning
theory, which underpins the
existence of Audiolingual Method of
the 1950s and 1960s. This method
has laid down a set of guiding
teaching principles such as learning
a language is habit formation.
 Cognitive psychology underpins the rise
of a foreign language teaching
methodology called Cognitive
Approach or Cognitive Code Learning.
It emphasizes on studying a foreign
language as a system of rules and
knowledge, rather than learning it as a
set of skills. The role of the teacher is to
recognize the importance of the
students’ mental assets and mental
activity in learning.
Humanism focuses on a
conducive context for
learning, a non-threatening
environment where learners
can freely learn what they
need to. In non-threatening
environment learners can
learn freely and willingly.
 Constructivism views learning
centers on the active learner. This
emphasis on the individual during
instruction has drawn attention to
the prior beliefs, knowledge, and
skills that individuals bring with them.
Constructivist’s greatest contribution
to education may be through the
shift in emphasis from knowledge as
a product to knowing as a process.
 GENRE SPEECH ACT THEORY COMMUNICATIVE
COMPETENCE

Genre is a class of events, the In English speech acts are refers a language user's
communicative members of “commonly given more grammatical knowledge
which share some set of specific labels, such as of phonology,
communicative purposes; this apology, complaint, morphology, syntax, and
is also called text type. Text compliment, invitation, semantics as well as
Types may be fictional (made promise, request, greeting, social knowledge about
up) or factual (information refusal, warning, etc. how and when to use
reports). The main text types On any occasion, the action utterances appropriately.
include long functional, short performed by producing an
functional, transactional, and utterance will consist of three
interpersonal. Each of these related acts: a locutionary
text types are used for act, an illocutionary act, and
different purposes (social a perlocutionary act.
function) and follow a
different style or generic
structure.