Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach
Abstract
Keywords
Full Text:
PDFReferences
Ariatna (2016). The need for maintaining CLT in Indonesia. TESOL Journal, 7(3), 1-23.
Aunurrahman, Hamied, F.,A., & Emilia, E. (2017). Exploring the tertiary EFL students’ academic writing competencies. Indonesian Journal of Applied Linguistic, 7 (1), 72-79.
Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57 (3), 278–287
Benson, P. (2017). Ways of seeing: The individual and the social in applied linguistics research methodologies. Language Teaching, 1-11. doi.:10.1017/S0261444817000234
Byrnes, H. & Manchon, R. (2014). Task-based language learning: Insights from and for L2 writing: An introduction. In H. Byrnes & R. Manchon (Eds.), Task based language learning: Insights from and for L2 writing (pp. 1–26). Amsterdam, the Netherlands: John Benjamins.
Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94 (Supplement).
Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20, 50 – 66.
Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. A. (2006). Taking text to task: Issues and choices in curriculum construction. ITL-International Journal of Applied Linguistics, 15 (2), 85 –109.
Canagarajah, A. S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5, 767–785.
Chappell, P. (2014). Group work in the English language curriculum: Sociocultural and ecological perspectives on second language classroom learning. New York: Palgrave Macmillan.
Christie, F. (2012). Language learning through the school years: A functional perspective. Malden, MA: Wiley & Sons.
Christie, F. & Derewianka, B. (2008). School discourse: Learning to write across the year of schooling. London: Continuum.
Colombi, M. C. (2006). Grammatical metaphor: Academic language development in Latino students of Spanish. In H. Byrnes (Eds.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 147–163). London, England: Continuum.
East, M. (2017). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching, 50 (3), 412-424.
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50 (4), 507-526.
Ellis, R., & Shintani, N. (2013). Exploring Language Pedagogy through Second Language Acquisition Research. London, England: Routledge.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, England: Oxford University Press.
Emilia, E. & Hamied, F., A. (2015). Systemic functional linguistic genre pedagogy (SFL GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26 (2), 155-180.
Erlam, R. (2016). I’m still not sure what a task is: Teachers designing language tasks. Language Teaching Research, 20, 279–299.
Fadilah, E., & Anugerahwati, M. (2019). Grammatical metaphor at tertiary level: Rise, development, and implications revisited. Argentinian Journal of Applied Linguistics, 7 (1), 131-143.
Fadilah, E. (2018a). Oral corrective feedback on students’ grammatical accuracy and willingness to communicate in EFL classroom: the effects of focused and unfocused prompts. The Asian EFL Journal, 20 (4), 57-85.
Fadilah, E. (2018b). Rethinking the maintenance of CLT in Indonesia: A response to: Ariatna’s (Vol. 7, No. 2, 2016) “The Need for Maintaining CLT in Indonesia”. TESOL Journal, 9 (1), 224-236.doi: 10.1002/tesj.341
Fontaine, L. (2014). Analysing English grammar: A systemic functional introduction. New York: Cambridge University Press.
Frankenberg-Garcia, A. (2012). Raising teachers’ awareness of corpora. Language Teaching, 45 (4), 475– 489.
Graves, K., & Garton, S. (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50, 441–482.
Halliday, M. A. K. & C. M. Matthiessen (2004). An introduction to functional grammar (3rd edn.). London: Arnold.
Halliday, M.A.K. (1994). Introduction to Functional Grammar (2nd edition). London: Arnold.
Hlas, A.,C. (2018). Grand challenges and great potentialin foreign language teaching and learning. Foreign Language Annals, 51, 46-54.
Jones, R.H., & Lock, G. (2011). Functional grammar in the ESL classroom: Noticing, exploring, and practicing. New York: Palgrave Macmillan
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Mahwah, NJ: Lawrence Erlbaum.
Larsen-Freeman, D. (2017). Just Learning. Language Teaching, 50 (3), 425-437.
Larsen-Freeman, D. (2015). Saying what we mean: Making the case for second language acquisition to become second language development. Language Teaching, 48 (4), 491–505.
Larsen-Freeman, D. (2011). Teaching and Testing Grammar. In M. Long, & C. Doughty (Eds.), Handbook of language teaching (pp. 518–542). Cambridge, MA: Blackwell.
Liamkina, O., & Ryshina-Pankova, M. (2012). Grammar dilemma: Teaching grammar as a resource for making meaning. Modern Language Journal, 96(2), 270-289.
Li. S., Ellis, R., Zhu, Y. (2016). Task-based versus task-supported language instruction: an experimental study. Annual Review of Applied Linguistic, 36, 205-229.
Lin, A.,M.,Y. (2016). Language across the curriculum & CLIL in English as an additional language (EAL) contexts: Theory and practice. Singapore: Springer.
Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47, 349–362.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249.
Long, M., H.(2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, pp. 5–33.
Long, M., H. (2015). Second language acquisition and task based language teaching. Malden, MA: Wiley-Blackwell.
Lyster, R., K. Saito & M. Sato (2013).Oral corrective feedback in second language classrooms. Language Teaching 46 (1), 1–40.
Macalister, J. (2011). Refreshing a writing course: the role of evolution. In J. Macalister & I.S.P. Nation (Ed.), Case studies in language curriculum design: Concepts and approaches in action around the world (pp. 114-128). New York: Routledge.
Nassaji, H. & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form focused instruction in communicative context. New York and London: Routledge.
Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York: Routledge.
Ortega, L. (2009). Understanding second language acquisition. London, England: Hodder Arnold.
Paesani, K. (2018). Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations. Foreign Language Annals, 51, 129–139.
Purpura, J. E. (2012). Assessment of grammar. In C. Chapelle (Ed.), the encyclopedia of applied linguistics. Malden, MA: Wiley-Blackwell.
Purpura, J., E. (2004). Assessing grammar. Cambridge, UK: Cambridge University Press.
Romer, U. (2017). Language assessment and the inseparability of lexis and grammar: Focus on the construct of speaking. Language Testing, 34 (4), 477-492.
Ryshina-Pankova, M. (2010). Toward mastering the discourses of reasoning: Use of grammatical metaphor at advanced levels of foreign language acquisition. Modern Language Journal, 94, 181–197.
Samuda, V. & M. Bygate (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.
Sarandi, H. (2015). Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond…?. Language Testing, 32(4), 485-501.
Shehadeh, A. & Coombe, C. (2012). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins.
Shintani, N. (2012). Input-based tasks and the acquisition of vocabulary and grammar: A process-product study. Language Teaching Research, 16(2), 253-279.
Simon-Vandenberg, A.M., Taverniers, M. & Ravelli, L. (2003). Grammatical metaphor. Philadelphia: John Benjamins.
Spada, N., Jessop, L., Suzuki, W., Tomita, Y., & Valeo. (2014). Isolated and integrated form-focused Instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18, 453–473.
Widiati, U., Suryati, N., & Hayati, N. (2017). Unraveling the challenges of Indonesian novice teachers of English. Indonesian Journal of Applied Linguistic, 7 (3), 621-629.
Widodo, H. P. (2016). Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (pp. 127-151). Switzerland: Springer.
Yasuda, S, (2017). Toward a framework for linking linguistic knowledge and writing expertise: Interplay between sfl-based genre pedagogy and task-based language teaching. TESOL Quarterly, 51 (3), 576-606.
Zheng, X. & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18 (2), 205–221.
DOI: https://doi.org/10.29103/ijevs.v2i1.1945
Article Metrics
Abstract Views : 627 timesPDF Downloaded : 148 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Wuwuh Asrining Surasmi, Suparti, Eka Fadilah