ele3102 general principles in teaching language skills

TOPIC 7 : GENERAL PRINCIPLES IN TEACHING

LANGUAGE SKILLS

Prepared by :Nabilla binti YusofNur Amirah binti HamzahNur Izzah Athira binti Rosli

Purpose Of Teaching Languange Skills

1. Increase Comprehensibility• Krashen’s theory of comprehensible input

– involves the ways in which teachers can make content more understandable to their students

– providing many nonverbal clues such as pictures, objects, demonstrations, gestures, and intonation cues

– building from language that is already understood, using graphic organizers, hands-on learning opportunities, and cooperative or peer tutoring techniques

• Native Language– the advantage of incorporating a student’s native language into

their instruction– using a student’s native language as a support can be seen as

both a general method or as any of a number of specific strategies.

– Many of the strategies including implicitly or explicitly, the use of a student’s native language to increase his or her understanding.

2. Increase Interaction• Drawing from Swain’s emphasis on

comprehensible output• a number of strategies have been developed

that increase students’ opportunities to use their language skills in direct communication and for the purpose of "negotiating meaning" in real-life situations.

• cooperative learning, study buddies, project-based learning, and one-to-one teacher/student interactions.

3. Increase Thinking Skills

• Drawing from Cummins’s theories of academic language and cognitively demanding communication ways to develop more advanced, higher order thinking skills as a student’s competency increases.

• These include asking students higher order thinking questions (e.g.,what would happen if…?), modeling "thinking language" by thinking aloud, explicitly teaching and reinforcing study skills and test-taking skills, and holding high expectations for all students.

Strategies In Teaching Language Skills

Principles Strategies Activities

Multiple Intelligent Musical, kinesthetic, verbal linguistic,visual

Role play, singing, drawing, hands on activities

Cooperative and collaborative learning

Group task (discussion) Project work, group problem solving, puzzle, games

Computer based learning Observation Listening, surfing internet, power point presentation

Out door learning Demonstration, discussion Simulation, treasure hunt, direction

Mastery learning Questioning, discussion Debate, public speaking

Learners’ Attitudes And Motivation

Attitudes

• Gardner and Lambert’s (1972) defined motivation as a construct made up of certain attitudes.

• Positive attitudes toward self, the native language group, and the target language group enhanced proficiency.

• Negative attitudes may lead to decreased motivation and, in all likelihood, because of decreased input and interaction, to unsuccessful attainment in proficiency.

Successful language learner’s attitude

• Positive towards English and speakers of English• Motivated to learn English for a few reasons :– to interact with other speakers of English– to further their education– to get a better paid job– to read books, magazines in English

• Make efforts to get into situations where English is used and they use English as often as they can.

• Consciously try out new strategies learning and remembering new words, phrases and sentences and their meaning.

• Prepared to take risks.– Dare to make mistakes and learn from mistakes

that they make. – They achieve success and develop competence,

thus, motivates them to learn more.

Motivation

Behavioristic• Anticipation of reward• Desire to receive positive

reinforcement• External, individual forces in

control

Cognitive • Driven by basic human needs

(exploration, manipulation, etc.)

• Degree of effort expended• Internal, individual forces in

control Constructivist • Social context• Community• Social status • Security of group• Internal, interactive forces in

control

Learner’s Motivation

• Motivation is a very important factor in successful language acquisition.

• In a group of students of similar intelligence’s level, students who are highly motivated will achieve greater success compared to less motivated students.

• 2 types of motivation – Extrinsic – Intrinsic

Extrinsic motivation

• Caused by external factors– Integrative motivation• To be accepted into the culture of the speakers of

English

– Instrumental motivation• The prospect of gaining entry into a college or

university or getting a better paid job.

– To be acknowledged• A desire for praise and recognition from fellow students

and teachers.

Intrinsic motivation

“Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seems to engage in the activities for their own sake and not because they lead to an extrinsic reward….Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely; feelings of competence and self determination.”

-Edward Deci, 1975

• Desire to learn English for its own sake– eg. Student who comes from a family that has a

very positive attitude towards English will also have a love for the language and will want to master it to the best of his ability.

Types Of Language Learning Motivation

Intrinsic Extrinsic

Integrative L2 learner wishes to integrate with the L2 culture (e.g., for immigration or marriage)

Someone else wishes the L2 learner to know the L2 for integrative reasons

Instrumental (learner anticipates a reward)

L2 learner wishes to achieve goals utilizing L2 (e.g., for a career)

External power wants L2 learner to learn L2 (e.g., corporation sends Japanese businessman to U.S. for language training)

Learners’ level of abilities

Learner’s level of ability

• Ability refers to an individuals capacity to perform the various tasks in a job. It is a current assessment of what one can do.

Learner’s level of ability

ABILITIES

Physical

Emotional

IntellectualSocial

Spiritual

Dimension Description Memory Ability to retain and recallSpatial visualization Ability to imagine how an

object would look if its position in space were changed

Deductive reasoning Ability to use logicInductive reasoning Ability to identify logical

sequence in a problem

Perceptual speed Ability to identify visual similarities & differences quickly.

Verbal comprehension Ability to understand what is read or heard

Number Aptitude Ability to do accurate arithmetic

• It is the capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

Physical Abilities

Emotional abilities

• Emotions are important in the classroom in two major ways. – influence ability to process information and to

accurately understand what we encounter. For these reasons, it is important for teachers to create a positive, emotionally safe classroom environment to provide for the optimal learning of students.

– learning how to manage feelings and relationships constitutes a kind of “emotional intelligence” that enables people to be successful.

Social abilities

• Ability to socialize with others.– To fit in

That’s all. Thank you.