Contemporary ELT Methodology in Non-English Speaking Countries

Highlights

1. The use of technology on English language and literature pedagogy;

2. The government policy on English language and literature pedagogy;
3. The practice of literature for language teaching and the teaching of literature;
4. The teachers’ roles in the current language and literature pedagogy;

ABSTRACT

This paper is intended to explore the contemporary English Language Teaching (ELT)
methodology in non-English speaking countries. This systematic review paper compares the
contemporary ELT methodology in some non-English speaking countries, such as Netherlands,
Sweden, Norway, Denmark, Singapore, South Africa, Finland, Austria, and Indonesia.
Systematic searches of contemporary ELT methodology databases, the internet and lists of
references were conducted in May 2020 to identify relevant primary studies. Inclusion of papers
was resolved through application of a predetermined protocol. Information on the effectiveness
of ELT, the problems, and the future prospects were analyzed. Thirty studies were included.
Results, conclusion, and recommendation.

Keywords: contemporary ELT methodology, non-English speaking countries

1. Introduction
The term of methodology in English Language Teaching (ELT) is different from what is called
method. Methodology is a system of practices and procedures that a teacher uses to teach. It will
be based on beliefs about the nature of language, and how it is learnt (known as 'Approach'); for
instance, Grammar Translation, the Audiolingual Method and the Direct Method are clear
methodologies, with associated practices and procedures, and are each based on different
interpretations of the nature of language and language learning. In the classroom, many teachers
base their lessons on a mixture of methods and approaches to meet the different needs of learners
and the different aims of lessons or courses. Factors in deciding how to teach, include the age
and experience of learners, lesson and course objectives, expectations and resources. Thus,
method is part of methodology. In other words, methodology consists of more methods and other
terms in teaching and learning process including practices and procedures.

ELT methodology has been issued since 17th century. Nevertheless, the English language teaching
tradition has been subject to tremendous change, especially throughout the twentieth century.
Perhaps more than any other discipline, this tradition has been practiced, in various adaptations,
in language classrooms all around the world for centuries. While the teaching of Maths or
Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent,
remained the same, this is hardly the case with English or language teaching in general.
Nowadays, ELT methodology particularly in non-English speaking countries has been changed
because of some reasons such as the change in terms of English use and users, the way it is
learned and taught, the use of technology in the classroom, and the policy about the English is
used and taught. Therefore, this paper is aimed to see some milestones in the development of
ELT methodology in Netherlands, Sweden, Norway, Denmark, Singapore, South Africa,
Finland, Austria, and Indonesia.

Contains topic, context of the essay, purpose(s) of essay, outline of the essay
Alasan studi kasus pada usia 8 tahun (kelas 2 sekolah dasar).
1.1. Kkk
1.2. Kkk
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2. Theoretical Framework (The concept of contemporary ELT methodology)
Theories about character building, language intervention, local literary works, second grade of
primary school.

3. Methodology
Contemporary ELT methodology in high and higher education require students to ….., thus
students are required to conduct investigation,…. To master these … skills is both challenging
and time consuming task, which can best be accomplished by breaking the necessary set of skills
into so to say “manageable” categories.
It is a well known fact, that ….. Hence the diversity of old ELT methodology which is
characterized by certain method …(name, year) and contemporary one which is characterized by
… At the same time despite the evidence that each methodology has its distinctive features, …..
a conceptual model to develop students’ competence …. (Name, year).
3.1. Name of an ELT methodology
The idea behind the model is that it views teaching language skills as continuous
progression that requires systematic training during several semesters. Thus, questions arises
what methodology would be best develop students’ ability to select and adapt to appropriate
stylistic conversations in particular profession context?
3.2. The process approach to ELT methodology
According to …. and …. contemporary ELT methodology represents “a process that …
involves relationship between the teachers and students that produces an awareness of ….. social
situation and an affinity to collaborate with others” (…. and …., year). Although there are
different views on how to use process approach to teach writing (name, year), most share the
opinion that writing process should encompass the following stages: lead-in activities stage; pre-
teaching stage, that would help students to outline and plan their teaching; drafting and revising
stage followed by reflection (or team teaching reviewing) stage before teachers’ teaching is
finally assessed by assessor at the final stage. In terms of language competences, the Lead-in, …
and … stages are aimed at developing communicative competences.
Based on the above principles the contemporary ELT methodology should be seen as a
model integrated into English language curriculum that systematically takes the students through
all these processes. It means that the conceptual model in questions is based on a spiral format
(name, year), which allows for similar skills to be mastered and developed at different depths
throughout the curriculum. In our case, a spiral design also implies a change of focus in teaching
and learning within the same topic from content-based to skills-based study aimed at developing
professionally oriented communicative competence.
4. Discussion
5. Conclusion
References