Theoretical/Philosophical Foundation in English Language Training Presented by I Made Sujana english education department fkip - unram

Warming up Continue the following extract: innalillahi wainna ilahirojiun __________________________________________ ________________________________________________________________________________________________________________________________________________________________________

Warming up Once upon a time, _____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How to Make Fried Noodle Warming Up How to Make Fried Noodle ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions How do you know that each text has different development? What make them different?

CULTURE GENRE SITUATION REGISTER TEXT (PURPOSE) Who is involved? Derewianka, 1995 GENRE (PURPOSE) REGISTER SITUATION Who is involved? (Tenor) The subject matter The channel (Field) (Mode) TEXT

The Context of Culture The attitudes, values and shared experiences of any group of people living in the one culture. Culturally evolved expectations of ways of behaving Culturally evolved ways of getting things done or of achieving common goals (genre) buying and selling goods directing someone to the bank recounting recent events arguing a point of view

Register Field: the social activity taking place. (football, cooking, stamp collecting, studying history, economics) Tenor: the relationship between participants. Power (equal or unequal status) Contact (how often you have contact with the person to whom you are speaking or writing) Affect (attitudes and feelings towards topics and participants)

Mode: the channel of linguistic communication. Register … continued Mode: the channel of linguistic communication. Distance in space and distance in time between speaker/listener and reader/writer Distance between text and the events being referred to, such as listening to cooking demonstration on TV; relating the TV demonstration to a friend; reading a recipe.

SYSTEMIC FUNCTIONAL LINGUISTICS THEORY IN ELT SFL? A functional-semantic approach to language which explores both: (a) how people use language in different contexts; and (b) how language is structured for use as a semiotic system.

FORMAL VS FUNTIONAL GRAMMAR Primary concern Unit of Analysis Language level of concern FORMAL How is (should) this sentence be structured? Sentence Syntax FUNCTIONAL How are the meanings of this text realized? Whole texts Semantics

(cont.) Language Formal = A set of rules for sentence construction = something we know Functional = a resource for making meaning = something we do

Why SFL in ELT?: Relevance of SFL and Communicative Lang. Teaching? Focuses on meanings and how language operates to make meaning at text levels. Stresses how meanings are made/negotiated in actual communication. Explores language based on its use in context of situation, which is realized in Language Register.

Levels of Literacy Epistemic Informational Functional Performative Wells, 1987 Epistemic Informational Functional Performative

PERFORMATIVE the code as code – an important part of becoming literate simply a matter of acquiring: those skills that allow a written message to be decoded into speech in order to ascertain its meaning those skills that allow a spoken message to be encoded in writing, according to the conventions of letter formation, spelling and punctuation. ‘breaking the code’ of knowing the relationship between spoken and written symbols.

FUNCTIONAL emphasises the uses that are made of literacy in interpersonal communication is able to as a member of that particular society to cope with the demands of everyday life that involve written language. reading a popular newspaper, writing a job application, following procedural instructions the dividing line between literacy and illiteracy

INFORMATIONAL focuses on the role that literacy plays in the communication of knowledge, particularly discipline-based knowledge the curricular emphasis on reading and writing – but particularly reading the student’s use for accessing the accumulated knowledge in order to construct a meaning which reciprocate the intention of the writer ‘being a text participant’ (able to ‘comprehend’ the text)

EPISTEMIC to have available ways of acting upon and transforming knowledge and experience that are in general unavailable to those who have never learned to read and write the aesthetic aspect of language as art (literature, poetry)