Muthii’ah Nuurhamid

Offering B

SLA-Based Instruction: Techniques That Promote Learner Noticing

Second Language Acquisation is the study how people acquire an additional language
other than their mother tongue. It is an interdiciplinary field in which in different areas
including linguistics, education, ethnology and neuroscience. There are internal and external
factors that influence someone’s SLA.

SLA can be different from FLA. First is variation in language learning success.
Second, the motivation of the peole can be vary in using the language. Third, people have
different level of prior knowledge. Fourth, the role of instruction in which learners need
corrective feedback. Fifth, fossilization of the errors that leraners make. The last one is kind
of implicit and explicit learning.

What about Instructed SLA? There some ISLA principles based on L2 researches
including importance of meaningful input (input hypothesis), important of correction
(correction hypothesis), importance of output and feedback (output hypothesis), and
importance or learner attention noticing (noticing hypothesis). In designing LT of ISLA, the
teacher migh have some options, focus on form, focus on meaning, and focus on forms.
However, there are some problems in each option.

In focus on form, there should be communicative classroom, positive and negative

input (any kind of instruction and correction). While focus on forms techniques, there should
be input-based or output-based, teacher-initiated (proactive) and leraner-initiated (reactive),
intensive or extensive, and implicit or explicit. Explicitness concerns the extent of directness
in how attention is drawn to form.

It is important to use authentic input whenever possible in building the learners’

attention, such as newspaper, TV shows and movies. When we “flood” the input with a
particular linguistic feature, it may be used with both in oral and written input. During the
course of interaction, learners become aware that they cannot say what they want to say. It is
called as noticing a “hole” or a “gap” in their linguistic ability. For instance, when they say
“eeeeeeeee”.
Muthii’ah Nuurhamid
Offering B

Developing Intercultural Communicative Competence

What is IcLT?
IcLT is a stance that has a meaning of an appreciation of the ways in which language
mediates culture-in-language or language as culture (Kramsch, 1996, p.6). Kramsch said that
every time we speak up, we produce and perform a cultural act. In addition, intercultural
learning for YLs purposes to create an understanding one’s own identity and social world,
celebrating diversity: positive attitudes to difference, curiosity and openness.
How? In core intercultural teaching process, the first one is to start with self: treat
learners L1 and cultures as a resource. The second is to focus on lived culture. The third is to
engage in experiential learning (especially: communicative language use). The last is to
Guide learners to reflect on experience: compare, decenter, notice, reflect, decide, act, etc.

Why bother with IcLT?

It has some rationales that relate to the questions. Those are a linguistics rationale, a
psychological rationale, a social rational and an educational rationale. Sometimes, IcLT deals
with stereotyping. It means that brain responds more strongly to information about groups
who are portrayed unfavorably or stronger brain signal in anterior temporal pole when given
information that a bad group does something good rather than a good group doing something
bad. It is because it is in childhood that negative or positive stereotypes are formed, and these
tend to be long-lived and continue to impact well in adulthood life.
Character/Habits of Mind
Mind also has a habit such as curiosity that is grit (determination) and independent-
mindedness, an emphatic, collaborative orientation that is positivity, resourcefulness and
imagination, and global mindedness.