Detail Developing learner oral communication in Indonesian multicultural context   Oleh:  Luciana Jenis: Article from Proceeding Dalam koleksi: Teflin International conference 2005, page . Topik: oral communication; multicultural context Fulltext: luciana Developing Learner Oral communication.pdf (37.58KB) Ketersediaan Perpustakaan Pusat (Semanggi) Nomor Panggil: 420.7 TEF Non-tandon: 1 (dapat dipinjam: 0) Tandon: 1    Booking Lihat Antrian Booking Lihat Detail Induk Isi artikel As English is getting more widely used among non-native speakers throughout the globe, its spread sheds lights new dimensions on its sociolinguistic and sociocultural aspects. This in turn affects the English teaching paradigm in schools. In particular, the influence becomes a critical issue in Indonesian multicultural classrooms. A model of speaking positing native speakers of English as a sole reference in teaching English in Indonesian multicultural context cannot be fully justified. The model inevitably should take into account the multicultural dynamics that students bring to the classroom. Embodying cultural insights in students’ development of oral communication is a truism worth discussing. Yet, given the subtlety and the delicacy of culture, the teaching of oral communication in Indonesian multicultural classroom poses a great challenge for the teacher of English. The teacher should adequately lay the foundations by establishing the learners’ attitudes of curiosity and openness-two determining factors to create an equal and shared communication. Within this framework, this study argues that the teaching of oral communication cannot be merely confined to a linguistic straitjacket mechanism laden with frozen expressions. While the expressions are of great importance to develop, the teaching should go beyond this scope by aiming at the development of culturally interactional skills. It means learners are to be equipped with a model of analysis sensitizing their awareness of contextual and sociocultural facets of a communication by cultivating the knowledge of themselves and others. Serving as the content schemata, the knowledge would enable them to develop their oral communication rooted in their understanding of their own culture and others’. Based on the sociocultural grounds, the teaching should facilitate students with skills of interaction consisting of negotiation of meaning and management of interaction. Within this interwoven top down and bottom up processing, at the level of pedagogical and practical level, the teaching of oral communication would be realized by the adoption of ‘Three Is’ (Illustration- Interaction-Induction) that enables learners to work with real data of the spoken language, develop culturally sensitive ‘talk’ about language, draw conclusions, and apply the knowledge to their communication. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved