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Senin, 03 Desember 2012

The Tapestry of Language Learning


The Tapestry of Language Learning is the cornerstone of a new series from Heinle and Heinle that 'combine[s] communicative, thematic, task-based learning with a concern for students' individual differences' (p. v). The text sets out the authors' philosophy about language teaching and language learning in a classroom setting. Although the tapestry metaphor is sometimes strained, the text provides a solid overview of the communicative approach to ESL instruction as it is often practiced in the United States and Canada.The text is divided into three parts. Part I provides an overview of the Tapestry approach. Part II summarizes the authors' positions on second language acquisition theories and learner characteristics. Part III deals with language skills, including grammar and culture.
The Tapestry of Language Learning does not focus on language acquisition theory or research. The authors focus on classroom practice, particularly in the adult academic or pre-academic ESL classroom. As an overview, it succeeds admirably, touching on most of the issues that concern active ESL teachers. The authors present a consistent viewpoint throughout, drawing heavily on Vygotsky's Zone of Proximate Development (Vygotsky, 1978) and Canale and Swain's (1980) discussion of communicative language teaching. The authors strongly advocate integrative skills classes and content- based instruction (although the last half of the book treats the traditional skills separately). Each chapter contains pre-reading questions and post-reading activities that provide useful triggers for discussion or learning log entries. My teacher trainees responded especially well to the section on teacher roles.

Tugas IAD

1.     Sifat-sifat unik manusia diantara-nya
a.    Mempunyai akal, yaitu untuk bisa membedakan manusia dengan mahluk lain. Umumnya bahwa manusia dikatakan berbeda dengan binatang karena akal budi yang dimilikinya. Akal bersumber pada otak dan budi bersumber pada jiwa. Jadi perbedaan binatang dengan manusia sangat jelas,misalnya manusia dapat berpikir,manusia dapat berbuat, dan manusia dapat idup bermasarakat, serta manusia meyakini adanya kekuatan gaib.
b.    Rasa ingin tahu yang tinggi, dengan meningkatnya kemampuan dan daya berpikir,  manusia dapat mendayaguanakn kemampuan berpikir terdaulu, dan kemudian mengabungkan kemapuan berpikir yang baru. Rasa ingin tahu yang terus berkembang seolah olah tanpa batas dan menimbulkn perbendaaraan pada manusia.

SUMMARY ABOUT MIDDLE ENGLISH LITERATURE

 Middle English (ME) was the dominant and traditional spoken language form in many parts of England during the Middle Ages. Though most language historians suggest that prior to about 1000 CE, the primary language in England was Anglo-Saxon, the Norman invasion of England had significant effect on Anglo-Saxon. It gradually morphed the language into Middle English, a form almost recognizable, at least in text, as far more relative to modern spoken and written English.History can have an intense effect on language. For England, the Norman invasion changed English forever. In the courts and in much of the writing of the time, French was definitely preferable, accounting for the numerous French-based words (over 10,000) that are now the common every day words of today’s English. Most documents dated after 1000 were written in either French or Latin, and Middle English drew from both, while still retaining some of its Anglo-Saxon roots. This in part accounts for the significant “exceptions” in English grammar, spelling, structure and pronunciation that can make English such a challenging language to learn, especially for those acquiring it as a second language. The term Middle English literature refers to the literature written in the form of the English language known as-middle English, from the 12th century until the 1470s, when the Chancery Standard a form of London-based English, became widespread and the printing process regularized the language. Between the 1470s and the middle of the following century there is a transition to early modern English though in literary terms the characteristics of the literary works written does not change radically until the effects of the categories of Middle English Literature: Religious,country love , and Arthurian, though much of Geoffrey Chaucer's work stands outside these. Among the many religious works are those in the Katherine  grop and the writings of Julian of Norwich and Ricard rolle.

SUMMARY ABOUT THE ELIZABETHAN PERIOD

 The earlier half of Elizabeth's reign, also, though not lacking in literary effort, produced no work of permanent importance. After the religious convulsions of half a century time was required for the development of the internal quiet and confidence from which a great literature could spring. At length, however, the hour grew ripe and there came the greatest outburst of creative energy in the whole history of English literature. Under Elizabeth's wise guidance the prosperity and enthusiasm of the nation had risen to the highest pitch, and London in particular was overflowing with vigorous life. A special stimulus of the most intense kind came from the struggle with Spain. After a generation of half-piratical depredations by the English sea dogs against the Spanish treasure fleets and the Spanish settlements in America, King Philip, exasperated beyond all patience and urged on by a bigot's zeal for the Catholic Church, began deliberately to prepare the Great Armada, which was to crush at one blow the insolence, the independence, and the religion of England. There followed several long years of breathless suspense; then in 1588 the Armada sailed and was utterly overwhelmed in one of the most complete disasters of the world's history. Thereupon the released energy of England broke out exultantly into still more impetuous achievement in almost every line of activity. The great literary period is taken by common consent to begin with the publication of Spenser's 'Shepherd's Calendar' in 1579, and to end in some sense at the death of Elizabeth in 1603, though in the drama, at least, it really continues many years longer. Several general characteristics of Elizabethan literature and writers should be indicated at the outset.