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Harmer  (2007)  asserts  that  learners  in  foreign  language  courses  are
                        totally  in  a  different  situation  than  children  who  get  a  great  amount  of

                        language  exposure  and  the  situation  where  the  language  is  used.  Still, language
                        exposure  is  the  vital  part  of  language  learning.  Harmer  further discusses that

                        the mere exposure is not enough for adults to learn a language; they  should  also

                        pay  attention  to  other  aspects  of  language.  For  that,  I believe  it  is  crucial
                        that  teachers  create  a  learning  environment  where learners not only learn the

                        aspects of language and use this knowledge but also  get  adequate  exposure  to
                        the  target  language  to  be  able  to  use  it naturally and fluently.  To wrap up,

                        language learning has been the target of many debates and discussions for many

                        years. Over the past decades, different methods have gone in and  out fashion, all
                        of  which have had  a significant  influence on modern language instruction. Even

                        some of the practical techniques which used to  be popular in the past can be  found
                        in modern language teaching methodology.



                        The nature of listening
                               'Listening is an active not a passive operation.' Garvie. With this in mind I

                        would like to emphasise three things:
                           a.  The importance of understanding this concept of listening being an active

                               engagement.  That  is,  as  a  listener,  the  mind  is  actively  searching  for
                               meaning.

                           b.  The importance of what Krashen calls 'comprehensible input' (CI) or that

                               'we acquire when we understand what people tell us or what we read, when
                               we are absorbed in the message.' Individual progress is dependent on the

                               input containing aspects of the target language that 'the acquirer has not yet
                               acquired, but is developmentally ready to acquire.'

                           c.  This seems to imply the importance of ensuring that the language level is

                               matched  to  the  learners,  which  means  teachers  must  understand  their
                               learners' abilities.

                           d.  Krashen advises that acquisition proceeds best when 'the acquirer's level of
                               anxiety is low and self-confidence is high.'








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