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SFL GBA: HISTORY, BASIC PRINCIPLES, & MODEL - Coggle Diagram
SFL GBA: HISTORY, BASIC PRINCIPLES, & MODEL
The History of SFL GBA
1980s
The dissatisfaction of the genre theorists
Students must learn other types of text, not only recount 7 & narrative text
How to learn to write is not the same as how to learn to speak
Writing must be taught as a process, not as a onetime activity
The English language teaching in Australia ignores grammar teaching
The Linkage Between SFL GBA & Other Approaches
Communicative Competence
Knowledge of language
Knowledge of when languages are used appropriately
Contextual Teaching and Learning
Inquiry learning
The development of critical thinking
The students' ability to ask
The constructivism principal
Learning community
Modelling
The authentic assessment
Reflection
Grammar Translation Method
Mother tongue
Target language
Text-based Syllabus
Structural
Topical
SItuational
Functional-notional
Process
Task-based
The Basic Principles of SFL GBA
Emphasizing the importance of teachers to develop students' awareness that each text is a unique creation.
Considering that language learning as a social activity.
Emphasizing that learning will be more effective if the teacher explicitly explains the abilities that students are expected to have after the learning process is complete.
Affirming that students are learn under the guidence of the teacher within the framework of apprenticeship.
Grammar teaching is an important part of determining students on the knowledge of how language functions knowledge can give rise to broader empowerment for students.
Types of Texts (Genre) that Should Be Taught at School
Recount
Descriptive
Explanation
Exposition
Discussion
Procedure
Narrative
News Item
The Model of SFL GBA
Building knowledge of the field
Modelling
Joint construction
Independent construction