Language Skills

Rissa San Rizqiya

Listening Reading

Speaking Writing

Knowledge of linguistic

code

Cognitive skills of various types

Knowledge

of the

world

Comprehension (both in listening and reading) is an active process involving at least 3 interrelated factors:

Listening and reading is a problem-solving activities

Formation of hypothesis Drawing inferences

Resolution of ambiguities and

uncertainties in the input in order to assign meaning

6 specific goals of teaching listening

•recognition or discrimination of aspects of the message

•identification of words, words categories, phonemic and morphological distinction

identification

•identification of important facts about the text

•participants, the situation, the general topic, text type

orientation

•understanding of the higher-order ideas in the listening passage

•what product is being promoted in a radio advertisement

main idea comprehension

•understanding of more specific information

detail comprehension

•understanding of both the main ideas and supportive detail

full comprehension

•ability to reproduce the message in either the same modality (through repetition of the content) or in a different modality (through transcription and dictation)

replication

3 reading models (Barnett, 1989)

bottom-up

•begins essentially by trying to decode letters, words, phrases, and sentences and “builds up” comprehension

•‘text-driven’

top-dow

n

•reader brings schemata to the text drive comprehension

•‘reader-driven’

interactive

•high-level decoding and sampling from the textual features happen simultaneously and in cyclical fashion

4 main ways in reading a text

skimming

scanning

extensive reading

intensive reading

5 stages in teaching reading (Phillips, 1984)

1. Pre-teaching/Preparation Stages: brainstorming, looking at visual or contextual aids, predicting or hypothesizing.

2. Skimming/Scanning Stages: getting the gist of the text, identifying topic sentences and main ideas, selecting the best paraphrase from multiple choice, matching subtitles with paragraphs, filling in charts or forms with key concepts, creating title or headlines, making global judgment or reacting in some global fashion to a reading passage.

3. Decoding/Intensive Reading Stage: guessing from context the meaning of unknown words or phrases.

4. Comprehension Stage: determine if the students have achieved their reading purposes.

5. Transferable/Integrating Skills: exercise that encourage contextual guessing, selective reading for main ideas, appropriate dictionary usage, and effective rereading strategies to confirm hypotheses.

Speaking and writing are known as process and product skills

process & product

Linguistic code

Cognitive skill

Knowledge of the world

Issues in teaching speaking

Conversational discourse

Teaching pronunciation

Accuracy and fluency

Affective factors

Interaction effect

6 types of classroom speaking performance

•Drilling: intonation, a certain vowel sound, etc.

Imitative

•Practice some phonological or grammatical aspect of language

Intensive

•Short replies to the teacher or student-initiated questions or comments

Responsive

•Exchanging specific information: conversation

Transactional

•Maintaining social relationship: casual register, slang, sarcasm, etc.

Interpersonal

•Monologue: oral reports, summaries, short speeches

Extensive

Writing is a series of contrasts

physical

mental

act

Express

impress

purpose

process

product

form

Reasons for teaching writing

• being a practice tool to help students practice and work with language they have been studying

Writing-for-learning

• developing the students’ skills as writers

Writing-for-writing

References

Brown, H. Douglas. 2001. Teaching by Principles. San Francisco: Longman.

Hadley, Alice Omaggio. 2001. Teaching Language in Context. Boston: Thomson Learning Inc.

Harmer, Jeremy. 2007. How to Teach English. Edinburgh: Longman.

Nunan, David (Ed.). 2003. Practice in Language Teaching. Singapore: McGraw-Hill.