teaching language skills tefl ppt
TRANSCRIPT
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TEACHING LANGUAGE SKILLS
By : YUNI SUSANTIF42111064
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CHAPTER 15
INTEGRATING THE FOUR SKILLS
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Why Integrating?
It gives students greater motivation that converts to better retention of
principles of effective speaking, listening, reading, and writing. Rather
than being forced in a course that limits itself to performance, students are given a change to diversity their
effort in more meaningfull task
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Models of integrated skills approaches:
• Content-Based Instruction• Theme –Based Instruction• Experiential Teaching• The Episode Hypothesis• Task-Based Teaching
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Content-Based Instruction
• It is integrates the learning of some specific subject-matter content with the learning of a second language
• Example: Immersion program for Elemantey-school children
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Theme-Based Instruction
It is important to distinguish:- The primary purpose of a course is to instruct
student in a subject-matter area, and language is of secondary and subordinate interest.
-place in equal value on content and language objectives.
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The activities
• Use environmental statistic and fact for classroom reading, writing, discusion, and debate
• Carry out research and writing project• Have students create their own environmental
awareness material• Arrange field trips• Conduct stimulation games
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Experiential Teaching
• It’s an activities that engage both left- and right-brain processing, that contextualize language, that integrate skills, and that point toward authentic, real-world purpose.
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Example of learning-centered:-hands-on projects-computer activitirs-role-play and stimulation
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Example of teacher-controlled-using props, realia, visuals, show- and tell-session-playing games
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The Episode Hypothesis
• It means the presentation of language is enchanced if students receive interconnected sentences in a interest-provoking episode rather than in a disconnected series of sentences.
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Task-Based Teaching
It is an activity in which:- Meaning is primary,- There is some communication problem to
solve,- There is some sort of relationship to
comparable real-world activities,- Task completion has some priority,- The assesment of task is in terms of outcome
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CHAPTER 16
TEACHING LISTENING
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Listening Comprehension In Pedagogical Research
Some specific questions about listening comprehension:- What are listeners “doing” when they listen?- What factors affect good listening?- What are the characteristics of “real-life” listening?- What are the amny things listeners listen for?- What are some principles for designing listening
techniques?- How can listening techniques be interactive?- What are some common techniques for teaching
listening?
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An Interactive Model of Listening Comprehension
The process:- The hearer processes what we call “raw
speech” and holds an image of it in short-term memory. (phrases, clauses, cohesive markers, intonation, and stress pattern)
- The hearer determines the type of speech even being processed (a conversation, a speech, a radio broadcast)
- etc
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Types of Spoken Language
Monologue- Planned- Unplanned
Dialogue-Interpersonal ( Unfamiliar, Familiar)- Transactional (Unfamiliar, Familiar)
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What Make Listening Difficult?
• Clustering• Redundancy• Reduced Forms• Performance Variables• Colloquial Language• Rate of delivery• Stress, Rhythm, and Intonation• Interaction
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Types of Classroom Listening Performance
• Reactive• Intensive• Responsive• Selective• Extensive• Interactive
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Principles for Designing Listening Techniques
• In an interactive, four-skills curriculum, make sure that you don’t overlook the importance of techniques that specifically develop listening comprehension competence.
• Use techniques that are intrinsically motivating.• Utilize authentic language and contexts.• Carefully consider the form of listeners’ responses..• Encourage the development of listening strategies• Include both bottom-up and top-down listening
techniques.
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Listening Techniques From Beginning to Advanced
• Bottom-Up Exercise• Top-Down Exercise• Interactive Exercise
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CHAPTER 17
TEACHING SPEAKING
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ORAL COMMUNICATION SKILLS IN PEDAGOGICAL RESEARCH
1. Conversational discourse2. Teaching pronunciation3. Accuracy and fluency4. Affective factors5. Interactive effect
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WHAT MAKES SPEAKING DIFFICULT?
Clustering Redudancy Reduced forms Performance variables Colloquial language Rate of delivery Stress, rhythm, and intonation
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TYPES OF CLASSROOM SPEAKING PERFORMANCE
1. Imitative : Drill is a legimate part of communicative language classroom; drill offer the students an opportunity to listen and to orally repeat certain strings of language that may pose some linguistic difficulty-either phonological or grammatical.
Here are some useful guideliness for successful drill :1. Keep them short2. Keep them simple3. Keep them “snappy”4. Make sure students know why they are doing the drill.5. Limit them to phonology or grammar points.6. Make sure they ultimately lead to communicate goals.7. Don’t overuse them.
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2. Intensive : intensive speaking can be self-initiated or it can even form part of some pair work activity.
3. Responsive : short replies to teacher or student initiated questions or comments.
4. Transactional (dialogue) : carried out for the purpose of conveying or exchanging specific information, is an exteded of responsive language.
5. Interpersonal (dialogue) : carried ot more for the purpose of maintaining social relationships than for the transmission of facts and information. Students can involve some trickie conversation of the following factors :
• A casual register• Colloquical language• Emotionally charged language• Slang• Ellipsis• Sarcasm• A covert “agenda”6. Extensive (monologue) : here the register is more formal and
deliberative.
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PRINCPLES FOR DESIGNING SPEAKING TECHNIQUES
1. Use techniques that cover the spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency.
2. Provide intrisically motivating techniques.3. Encourage the use of authentic language in meaningful
context.4. Provide appropriate feedback and correction.5. Capitalize on the natural link between speaking and
listening.6. Give students opportunities to initiate oral communication.7. Encourage the development of speaking strategies.
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TEACHING CONVERSATIONRichards (1990: 79-80) offered the following list of features of conversation that can receive sppecific focus in classroom instruction :
• How to produce both short and long turn in conversation• Strategies for opening and closing conversations.• How to use both a casual style of speaking and neutral or more formal style• How to use conversational routine. Etc
Here are some sample task that illustrate teaching various aspect of conversation, as well as an oral grammar practice technique:
a. Conversation-indirect (strategy consciousness-raising)b. Conversation-direct (gambits)c. Conversation-transactional (ordering from a catalog)d. meaningful oral grammar parctice (modal auxillary would)e. Individual practice: oral dialogue journalsf. Other interactive techniques
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TEACHING PRONUNCIATION
Our goal as a teachers of English pronunciation should therefore be more realistically focused on clear, comprehensible pronunciation. The factor within learners that affect pronunciation, below are the list that you should consider:
Native language Age Exposure Innate phoonetic ability Identitu and language ego Motivation and concern for good pronunciation.
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There are three techniques for teaching different aspects of English pronunciation :
1. Intonation-Listening for Pitch Changes2. Stress-Contrasting Nouns3. Meaningful Minimal Pairs
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CHAPTER 18
TEACHING READING
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Research on reading a second language1. Bottom-up and top-down processing in bottom-up processing, readers must first
recognize a multiplicity of linguistic signal. While in top-down processing in which we draw our own intelligence and experience to understand text.
2. Schemata theory and background knowledgeResearch has shown that reading is only incidentally visual. More information is contributed by the reader than by the print on the page. Skill in reading depends on the efficient interaction between linguistic knowledge of the world.
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3. The role of affect cultureThe autonomy gained through the learning of reading strategies has been shown to be a powerful motivator (Bamford & Day 1998), not to mention the affective power of reading itself. Similarly, culture plays an active role in motivating and rewarding people for literacy.
4. The power of extended readingJohn Green and Rebecca Oxford (1995) found that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency.
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5. Adult literacy trainingTeaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inqui
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TYPES OF WRITTEN LANGUAGEEach of the types listed below represents, or is an example of, a genre of written language:
Fiction Nonfiction Letters Memo Message Announcements Form, applications Diaries, journal Recipes Maps Invitations Comic stips, etc
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CHARACTERISTICS OF WRITTEN LANGUAGE
• Performance• Processing time• Distance• Orthography• Complexity• Vocabulary• formality
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STRATEGIES FOR READING COMPREHENTION
• Identify the purpose in reading• Use grephemic rules and pattern to aid in bottom-up decoding
(especially for beginning level learners)• Use efficient silent reading techniques for relatively rapid
comprehention (for intermediate to advanced levels).• Skim the text for main ideas.• Scan the text for specific information.• Use semantic mapping or clustering• Guess when you aren’t certain.• Analyze vocabulary.• Distinguish between literal and implied meaning.• Capitalize on discourse marker to process relationships.
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TYPES OF CLASSROOM READING PERFORMANCE
Classroom reading performance
Oral silent
intensive ExtensiveLinguistic content skimming scanning
global
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PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
• In an interactive curiculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
• Use techniques that are intrinsically motivating• Balance authencity and readabiliry in choosing texts.• Encourage the development of reading strategies.• Include both bottom-up and top-down techniques.• Follow survey, question, read, recite, review seqence.• Subdivide your techniques into pre-reading, during-reading,
and after-reading phrases.• Build in some evaluative aspect to your techniques.
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CHAPTER 19
TEACHING WRITING
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Research on Second Language Writing
• Composing vs. writing• Process vs. product• Contrastive rhetoric• Differences between L1 & L2 writing• Authentic• The role of the teacher
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TYPES OF WRITTEN LANGUAGE
• Non-fiction• Fiction• Letters• Greeting cards• Diaries journals• Memos• Messages• Announcements• Newspaper “journalese”• Academic writing• Forms, applications• Questionnaires• directions
• Labels• Signs• Recipes• Bills• Maps• Manuals• Menus• Schedules• Advertisement• Invitations• Directories• Comic strips, cartoon
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CHARACTERISTIC OFWRITTEN LANGUANGE:
A WRITER’S VIEW• permanence• Production time• Distance• Orthography• Complexity• Vocabulary• Formality
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Microskills For Writing
1. Produce graphemes and orthographic pattern of English
2. Produce writing at an efficient rate of speed to suit the purpose
3. Produce an acceptable core of words and use appropriate word order pattern
4. Use acceptable grammatical systems, patterns, and rules
5. Express a particular meaning in different grammatical forms
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6. Use cohesive devices in written devices in written discourse
7. Use rhetorical forms and conventions of written discourse
8. Appropriately accomplish the communicative function of written texts according to form and purposes
9. Convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization and exemplification
10. Distinguish between literal and implied meanings when writing
11. Correctly convey culturally specific references in the context of the written text.
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Types of Classroom Writing Performance
1. Imitative2. Intensive or controlled3. Self-writing4. Display writing5. Real writing
a. Academicb. Vocational / technicalc. Personal
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PRINCIPLES FOR DESIGNING WRITING TECHNIQUES
1. Incorporate practices of “good” writers.2. Balance process and product3. Account for cultural /literary backgrounds4. Connect reading and wri5. Provide as much authentic writing as possible6. Frame your techniques in terms of prewriting, drafting, and revising
stages7. Strive to offer techniques that are as interactive as possible8. Sensitively apply methods of responding to and correcting your
students’ writing9. Clearly instruct students on the rhetorical, formal convention or
writing
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CHAPTER 20
FORM-FOCUSED INSTRUCTION
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The place of grammarNo one can tell you that grammar is irrelevant, or that grammar is no longer needed in a CLT framework. No one doubts the prominence of
grammar as an organizational framework within which
communication operates.
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to Teach or Not to Teach Grammar
Grammar is important in some degree in all the six variables :
• Age• Proficiency levels• Educational background• Language skills• Style (register)• Needs and goal
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Issues About How to Teach Grammar
• Should grammar be presented inductively or deductively
• Should we use grammatical explanations and technical terminology in a CLT classroom
• Should grammar be taught in separate “grammar only” classes?
• Should teachers correct grammatical errors?
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Grammar Techniques
• Charts• Objects• Maps and drawings• Dialogues• Written text
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Grammar Sequencing in Textbooks and Curricula
• Grammatical categories are one of several considerations in curricular sequencing
• A curriculum usually manifest a logical sequence of basic grammatical structures, but such a sequence may be more a factor or frequency and usefulness then of clearly identified degrees of linguistic difficulty.
• Beyond those basic structures, a few permutations here and there will make little difference in the eventual success of students, as long as language is being learned in the context of communicative curriculum.
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A “Word” About Vocabulary Teaching
• These are some guidelines for the communicative treatment of vocabulary instructions.
• Allocate specific class time to vocabulary learning
• Help students to learn vocabulary in context• Play down the role of bilinguals dictionaries• Encourage students to develop strategies for
determining the meaning of words.• Engage in “unplanned” vocabulary teaching
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THANK YOU