Context and Its
Role in Language Teaching
Golda Juliet Tulung
This presentation examines the role of
context in language learning, particularly in linguistic input/interaction
processing of adult English as a foreign language (EFL)
learners. It looks specifically
at the context where learning and teaching take place that largely determines
the success of learning an additional language.
Both macro and micro factors (e.g., the sociolinguistic context outside
and inside the classroom) influencing the learning process are dealt with and
related to theories of second language acquisition. A specific case study in Indonesia
is illustrated to represent context as a key element in EFL learners’
development. The study focuses on
non-native English speaking teachers managing a task within task-based
instruction in an academic reading course for undergraduate medical
students. The study discuses five
contextual factors that influence teaching in this case teacher talk. These factors include limited language
exposure outside the classroom, teachers being non-native speakers of English,
teachers having the same first language as students, teachers being seen as
experts, and teachers having control over students. The study describes how the quality and
availability of input and opportunities for interaction provided by the
teachers to the learners are constrained by these factors. Implications for further research and
practice are discussed.
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Tulung, G. J. (2004,
December). Context and its role in language teaching. Proceedings of the 9th English in Southeast
Asia Conference. Sanata Dharma University, Yogyakarta, Indonesia.
Website: www.geocities.com/eltindonesia
Email: eltindonesia@yahoo.com