B. Review of Related Research 1. Application of Community Language Learning for Effective Teaching
Nagaraj’s study 2009:176-180 concludes that Community Language Learning is the most responsive of the methods which is reviewed in terms of
its sensitivity to learned communicative intent. It is applied in various settings; it is used as an aid for language learning, under the radar, academically. The
value of CLL has been its emphasis on whole-person learning; the role of a supportive, non-judgmental teacher; the passing of responsibility for learning
to be learners. The teacher must also be relatively non-directive and must be prepared to accept and even encourage the adolescent aggression of the learner
as he or she strives for independence.
2. Using the Community Language Learning Approach to Cope with Language Anxiety
In their study, Koba, et al, 2000:1-5 conclude that there are many differences between a traditional language class and the CLL approach. The
CLL approach seems useful for listening and speaking and also useful for adult learners. It is found in this paper that the CLL approach is effective for
Japanese students of English, whose anxiety is often high because English is far different from Japanese. Therefore, the CLL approach should be especially
effective in cases where students native language is a non cognate language of the target language.
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3. Two Case Studies of Community Language Learning with Possible Implications for the Natural Order Hypothesis
Parker, Ray 1991: 1 studied two cases in which community language learning was used and drew its implications for the natural Order Hypothesis.
He concludes that a potential acquisition sequence as demonstrated by the elicited language corpus. In other words, whatever actual acquisition sequence
might eventually have emerged from the whole lesson might not be far different from the data. He also concludes that one attractive feature of the
methodology is that unlike several other fairly recent methodological innovations in language teaching there seems to be no strictly applied
orthodoxy. Practitioners are relatively free to adopt and adapt specific technique adhering as much or as little to the classical version of the
methodology as circumstances and the user’s judgment dictate.
4. Experimenting with a Community Language Learning Principle in an English as a Second Language Writing Class
In Shannon’s 1994:1 study, a paraphrasing activity was devised to assist English-as-a-Second-Language ESL graduate students at Ohio State
University develop their academic writing skills. The activity is based on the community language learning approach. In summary, he concluded that the
directions provided an appropriate framework for the lesson, the students understood them and participated accordingly, and the teacher elicited
valuable feedback during the reflection period. Overall, he states that the activity was a success. He also noted that 1 the teacher does not have to be
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standing for something every class period in order for students to learn; 2 students enjoyed having someone listen to them talk about their academic
work.
5. Experimenting with a Community Language Learning Principle in an English as a Second Language Speaking Class
In his study, La Forge 1971:45-61 observed five demonstrations in the English classes for foreign students at University of Michigan taught using
community language learning. He noted that the most important single variable which emerged from the sessions is motivation. Motivation or
positive regard for the language was in evidence during the group interactions and on-the-tape recordings. He also concludes that there are practical results
of community language learning’s application, which were: 1 quick apprehension of the phonology of an inflected, but not of a tone language; 2
difficulties and insights experienced by both client and counselor; and 3 positive motivational factors.
C. Rationale
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