THE PROFICIENCY ORIENTATION OF EXISTING METHODOLOGIES: A PRELIMINARY APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

Abstract

Principles and priorities in language teaching have shifted and changed over the years, often in response to paradigm shifts in linguistics and learning theory. Historically, methods that adhere to empiri­cist viewpoints have contrasted sharply with those that derive from a rationalist perspective of human learning. The various methodologies and approaches reviewed thus far have experienced differential suc­cess and popularity among practitioners. Today, many teachers are adopting an eclectic approach to lan­guage learning and teaching, believing that the age-old search for the ‘one true way’ can be futile and frus­trating. As we realize that learning is an extremely complex process and that learners are individuals with different personalities, styles, and preferences, we have begun to look for a multiplicity of ways to respond to the challenge of teaching. Eclecticism, however, needs to be principled if instruction is to be effective, and techniques and activities need to be chosen intelligently to relate to specific program objec­tives. This paper proposes some general principles that might orient our teaching of English in Indonesia toward proficiency goals. The hypothesized principles focus on providing instruction that is meaningful, interactive, and responsive to learner needs.