DEVELOPING LANGUAGE LEARNING

THEORY THROUGH THE STUDIES OF

GOOD LANGUAGE LEARNERS

(HARYANTO ATMOWARDOYO)
 Studies on GLL starts from Rubin (1975) through
observation and intuition
 What can we learn from the good language learners?
 Naiman (1978) through interview
 Rubin (1981) observation and intuition
 Stern (1983) through observation
 Reiss (1985) through self report
 23 articles on GLL  LESSON FROM GLL
(Griffiths, 2008)
CHARACTERISTICS OF GLL
 Strong willing to communicate
 Constantly find the language patterns
 Enjoy exercises
 Monitor own and other’s speech
 Create situations for practice
 Actively involved in language learning process
 Realize language as a system
 Constantly enlarge and revise target language understanding
 Gradually develop thinking in target language
 Tend to guess
 Attend to meaning rather than form
SEVEN TYPES OF GLL
STEVICK (1989)

1. Intuitive learner, use intuition and auditory

2. Formal learner through language form
3. Informal learner, risk-taker, attend to native speakers’ speech
4. Imaginative learner, use imagination to learn language
patterns
5. Active learner, read aloud, listen to cassettes, autodidact,
serious
6. Deliberate learner, involve in language use, prefer TPR
7. Self-aware learner, start from language grammar rules and
practice them.
VARIABLES IN GLL
 Schumann (1978): social, affective, personality,
biological aptitude, linguistic input, instruction
 Ellis (1986)
 Personal factors: group dynamics, attitude, learning strategy
 General factors: age, aptitude, motivation, cognitive style
(field dependent/independent), and personality
(extrovert/introvert)
 Spolsky (1989)
 Kf = Kp + A + M + O
STUDIES ON GLL IN INDONESIA
 Sadtono (1996): two GLL from Pascasarjana IKIP
Malang
 Jo Paijo
 Not serious during SMP and SPG
 Serious in Pend Bhs Inggris IKIP
 Form an English club with three times practice in a week
 Find opportunity for practice with native speakers in tourism
objects
 Freely ask questions to lecturers (risk takers)
 Read familiar short stories written in English
 Listen to recorded English lesson programs
 Harry Paimin
 Learn English seriously in IKIP
 Strong memory
 Prefer audiolingual method
 Record own voice
 Monolog practice as if practicing dialog
 Weda (2005):
 The use of SILL
 GLL employ Attend to meaning and Monitor speech
 Haryanto (1999)
 Indra as a GLL (SMA grade 2; TOEFL score 537; urban area;
low economy and social status, intelligence quotation (121)
 Grounded theory procedure
 Motivation and learning strategy as the core factors
 Peripheral factors: attitude, intelligence; parents’ role, learning
material design, school environment, school policy
 Motivation fluctuation due to teachers and learning material
 Instrumental intrinsic-extrinsic motivation
 FIELDNOTES

PHENOMENA PHENOMENA PHENOMENA PHENOMENA PHENOMENA

…………………… …………………… …………………… …………………… ……………………
…………………… …………………… …………………… …………………… ……………………
…………………… …………………… …………………… …………………… ……………………
…………………… …………………… …………………… …………………… ……………………

CATEGORY CATEGORY CATEGORY CATEGROY CATEGORY

CORE CATEGORY

STORY LINE

PARADIGMATIC
RELATIONS BETWEEN
CORE CATEGORY AND
PHERIPHERAL
CATEGORIES

FINDINGS;
CONCLUSION &
IMPLICATION
 ENERGETIC
AND
COMPETENT
TEACHER
S
WEAK AND
INCOMPETENT

LOWER HIGHE
MOTIVA R
TION MOTIV
UNINTERESTIN ATION
G AND
UNCHALLENGI
NG
LEARNING
MATERIAL

INTERESTING
AND
CHALLENGING