28/12/2012

1. Second language learning is a

developmental process.
Arranged by: 2. Language learning is an active process.
Roy sm. 3. Language learning is a decision-
Lisa R. making process.
Ruyati 4. Language learning is not just a matter
Endah A. of linguistic knowledge.
Wiwin W.

5. Language learning is not the

The simple tecniques which can be applied to
learners first experience with almost any lesson:
language. 1. Gaps
6. Learning is an emotional a) Information gaps
experience b) Media gaps
7. Language learning is to a large c) Reasonong gaps

extent incidental d) Memory gaps

e) Jigsaw gaps
8. Language learning is not
f) Opinion gaps
systematic. g) Certainty gaps

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2. Variety 3. Prediction
a) Variety of medium a) It builds learner confidence by making
b) Variety of classroom organisation them aware of their potential
c) Variety of learner roles knowledge
d) Variety of excercise b) It enable the tacher to discover where
e) Variety of skill the gaps knowledge are.
f) Variety of topic c) It activates the learner’s mind and
prepares it for learning.
g) Variety of focus
d) It gives students an ego investment.

4. Enjoyment 8. Involment
it is not just an added extra, an unnicesary learners need to be involved both
frill. cognitively and emotionally in the lesson.
5. An intregated methodology. two words of warning:
using a range of skills greatly increases the
a) Dont ask questions that are difficult to
range of activities possible in the classroom.
answer.
6. Cohenrence
b) Wait for the answer.
it should be clear where a lesson is going.
9. Creativity
7. Preparation
lesson preparation is normally interpreted
language is dynamic.
as the teacher planinng the stages of the lesson. 10. Atmosphere.

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1. There is nothing specific about ESP

methodology. The principle which underlie
good ESP methodology are the same as those
that underlie sound ELT methology in
general. Any question?
2. What happens in the classroom is not just an
afterthought to be grafted on to ready-made
materials and syllabuses. The activities in
the classroom should feed back to all the
other stages in the course design.

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