The Dysfunction of The Theory-Practice Dichotomy-1

THE POSTMETHOD ERA :
TOWARD INFORMED APPROACHES

Group Members :
1.
2.
3.
4.
5.
6.
7.
Faustia Kartikasari
Fadiah Adlina
Bahrudin Nur A.
Siti Qoniatul L
Suryati
Bellatrixta Negara
Rindra Ermaning Putri
Languags-teaching practices has been developed

up the end of the 1980s. In this era, the expert
had learned to be cautiously electic in making
enlightened choices of teaching practices.
In the 1970s and early 1980s, there was a good
deal of hoopla about the designer methods. In
this era, there is such kind of mas scramble to
invent a new method.
In 1990s, it was readily apparent that we didnt
need a new method. We needed, instead, to get
on with the business of unifying our approach to
language teaching.
But the spirit of those times was best

captured by the notion of a postmethod era
of language teaching.
Method as a unified, finite set of design
features, is now given only mirror attention.
The notion of Methodology nvertheless
continues to be viable, as it is in any other
behavioral science, as the systematic
application of validated principles to
practical context.
THE DYSFUNCTION OF THE

THEORY-PRACTICE DICHOTOMY
Theory : professional journals and books

sometimes implied a creator, or theorist,
who carried out research and proposed the
rudiments of an organizes set of hypotheses
and sometimes then further proposed a
methodological application.
Practice : part of formula was thought to be
the province of classroom teachers who all
too
gladly
accepted
the
theorists
pronouncements which came in the form of a
method.
The relationship between the theorist and

practitioner was similar to that of a producer
of goods and a consumer or customer.
Mark Clarke argued in analyzing the

dysfunction of theory-practice relationship.
He offer strong arguments against
perpetuating this misleading dualism.
Not only does such an understanding promote
the notion of a privileged class of theorists
and an underprivileged class of practitioners,
but also connotes a separation of researches
and teachers.
Teachers are researchers and are charged

with the responsibility of reflecting on their
own practice.
More teachers are engaging in the process of
systematic observation, experimentation,
analysis, and reporting of their own
experiences in classroom around the world.
AN ENLIGHTENED,
ECLECTIC APPROACH
Approach to language-teaching
methodologies is a theoretically wellinformed global understanding of the
process of learning and teaching.
By the interconnecting of reading and
observing and discussing and teaching,
and underlies everything that you do in
the classroom.
Approach to language pedagogy is a dynamic

composite of energies within you that change,
or should change, with your experiences in
your learning and teaching.
The interaction between the approach and the
classroom practice is the key to dynamic
teaching.
SECOND LANGUAGE
ACQUISITION AND THE
PEDAGOGICAL PROCESS
Potential choices in designing a lesson. One
the basis of what you know and for a
particular context you are familiar with:
a. Which side of a continuum of possibilities
you would generally lean toward,
b. Why you lean that way,
c. What contextual variables might
influence a change away from your
general inclination.
Your approach is guided by a number of factors:

1. Experience as a learner in classrooms
2. Classroom observations
3. Books you have read
4. Previous course in the field.
But importantly, if you found that in almost
every choice you wanted to add something then
you are on the way toward an enlightened
approach to language learning and teaching.
Three reasons for variation at the approach

level:
An approach is by definition dynamic and
therefore subject to alternations and
modification as a result of ones observation
and experience;
Research almost always yields findings that
are not conclusive, but are subject to
interpretation; and
We are constantly making new discoveries
about language learning and teaching, as our
professional stockpile of knowledge and
experience builds.
COMMUNICATIVE LANGUAGE
TEACHING
The teachers are convinced to behaviorally

set some programs which is laid ordered
linguistic structure to the students mind
through conditioning.
It is difficult to explain or define about CLT
term. It is a unified but broadly based, it
used to practice the natur of language
learning and teaching.
CHARACTERISTICS OF CLT
APPROACH
1.
2.
3.
4.
Overall goals
Focus on all components of language ( grammatical,
discourse and etc. )
Relationship of form and function
Take the focus only on important component
Fluency and accuracy
Emphasizing on encouragement both accuracy and
fluency
Focus on real-world contexts
Classroom tasks must equip students skill in order to
be active in communication
Autonomy and strategic involvement

Raising the awareness of students learning procces to
develope their appropriate strategies
6. Teacher Roles
Teacher is still a facilitator and guider. It is a coach
for the students to value their linguistic development
7. Student Roles
Students are active participants. They are
cooperative and collaborative in learning. It is not
teacher centered.
5.
The weakness of CLT is that some of the

characteristics of CLT make it difficult for a
nonnative-speaking teacher that might not
be very provicient in the second language to
each effectively.
One of the most comprehensive lists of CLT

features came a quarter of a century ago from
Fonocchiaro and Brumfit (1983, pp.91-93) in a
comparison of audiolingual methodology with
what they then called the Communicative
Approach.
NOTICES
Beware of giving lip service to principles of

CLT.
Avoid overdoing certain CLT features:
engaging in real-life, authentic language in
the classroom to the exclusion of any
potentially helpful controlled exercises.
Remember that there are numerous
interpretations of CLT.

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THE POSTMETHOD ERA :

TOWARD INFORMED APPROACHES

Languags-teaching practices has been developed

But the spirit of those times was best

THE DYSFUNCTION OF THE

Theory : professional journals and books

The relationship between the theorist and

Mark Clarke argued in analyzing the

Teachers are researchers and are charged

Approach to language pedagogy is a dynamic

Your approach is guided by a number of factors:

Three reasons for variation at the approach

The teachers are convinced to behaviorally

Autonomy and strategic involvement

The weakness of CLT is that some of the

One of the most comprehensive lists of CLT

Beware of giving lip service to principles of

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