ABIDIN, AZWAR (2014) Rethinking of Acquisition and Learning: A Systematic Review on Methods in Language Teaching and Learning. Thesis. English Education Graduate Program, State University of Makassar. S1 thesis, Pascasarjana.
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Abstract
xiii ABSTRACT Azwar Abidin. 2014. , supervised by Mansur Akil and Muliati. This research was trying to explore the characteristics of methods that serve to facilitate language acquisition and learning. It was also trying to provide a deep analysis from the critical perspective according to Freire’s conceptual framework of critical literacy education to give a different view of language teaching and learning. This research employed both systematic review and critical discourse analysis (CDA). Data in this research were in the form of text, particularly, discursive statements. The discursive statements in this research were the principal arguments of mainstream language teaching and learning methods and Freire’s conceptual framework of critical literacy education as counter-discursive statements. The data analysis was done through the combination of Van Dijk and Fairclough model of critical discourse analysis. The findings revealed that the methods that will serve to facilitate language acquisition and language learning must qualify for at least the following: (a) conceptual framework that is consistent with the particular approaches and (b) applicability criteria that make the teaching and learning process becomes possible. It must also be clear in defining its concepts and boundaries. Freire’s conceptual framework of critical literacy education criticized some principal arguments of popular methods in language teaching and learning. It turned the focus to the learners instead of the process of learning so humanistic values must be considered at the first place. Learning must be dialectical and progressing in spiral model. Understanding discourse construction must be given priority so personal narratives could facilitate acquisition without any intervention from too many given instructions. Comprehensibility of input comes after dialectical perspective. Dialogue facilitates interchanging messages in dialectical process between codification and decodification to develop cognitive and linguistic intelligence of the learners. The last critique was on authenticity of which it is granted the process of codification. This research suggests that language teachers need to understand the principal arguments that underlie the methods they use inside the classroom. This is to avoid discourse domination that can potentially threaten learners’ creativity. It also suggests a critical stance in adopting theoretical framework from experts and theorists and a preference to personal theory construction.
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > BAHASA INGGRIS (S2) |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 12 Feb 2018 02:10 |
| Last Modified: | 12 Feb 2018 02:10 |
| URI: | http://eprints.unm.ac.id/id/eprint/4756 |
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