PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

TOPIC UNDERSTANDING LANGUAGE 1

1 HR

SYNOPSIS

In this topic you will be exposed to the definition and concept of language, the communication process, the components of language and the factors affecting language learning and acquisition.

LEARNING OUTCOME

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Understand the definition and concept of language Identify aspects of language acquisition and language learning Explain the communication process. Identify the components of language. Explain factors affecting language learning Explain the assessment of listening comprehension Identify and apply techniques of teaching listening comprehension in different contexts..

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY Conceptual Framework of Topics

Introduction to :Language Definition Concept 1.1

1.2

The Comunication Process

1.3
Understanding Language

Components of language 1.3.1 Sementics 1.3.4 Syntax 1.3.2 Phonology 1.3.5 Pragnatics 1.3.3 Morphology

1.4

Factors affecting language learning / acquisition 1.4.1 Cognitive 1.4.2 Environment 1.4.3 Gejala sosial

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

1.1

Introduction to Language

Language is common to all humans. Many social scientists and philosophers say its this ability to use language symbolically that makes us human. Though it may be a universal human attribute, language is hardly simple.

1.1.1 Definition of Language Some say it is a body of words and the systems for their use common to a people who are of the same community or nation, the same geographical area, or the same cultural tradition. It can also mean communication by voice in the distinctively human manner, using arbitrary sounds in conventional ways with conventional meanings. It is also the system of linguistic signs or symbols considered in the abstract ( as opposed to speech). It is any set or system of such symbols as used in a more or less uniform fashion by a number of people, who are thus enabled to communicate intelligibly with one another. It is also any system of formalized symbols, signs, sounds, gestures, or the like used or conceived as a means of communicating thought, emotion, etc.It is also the language of mathematics. 1.1.2 Concept of Language Transformational Genetive Grammara theory developed by Noam Chomsky between 1950 and 1960 contains the idea that a sentence has two meanings within it. The two include a deep structure and a surface structure. The deep structure is the semantic relationships within the sentence and the surface structure follows the phonological form of the sentence. He believed that language did not have the same deep structure in all languages but rather languages had similarities of structure. In the 1990s, Chomsky changed his theory to a new theory stating that the structures were no longer the only main components of a sentence. He suggested that sentence structure included Logical Form and Phonetic Form. This 3

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY help children understand that speech can come in the form of writing.Therefore, we must develop children's understanding that writing is a message in the form of print and that print is constant. We must also show that written language is often different from spoken language. We must teach that numbers, letters and words are different. Teachers must also show the difference between a letter, a word and a sentence. We have to help children understand that a letter or letters represent a sound within a word. We must show them that words form sentences and sentences form messages or stories. The understanding of the correct usage of language will enable and ease the communication process.

1.2

The communication process

Communication is a process of exchanging verbal and non verbal messages. It is a continuous process. Pre-requisite of communication is a message. This message must be conveyed through some medium to the recipient. It is essential that this message must be understood by the recipient in the same terms as intended by the sender. He must respond within a time frame. Thus, communication is a two way process and is incomplete without a feedback from the recipient to the sender on how well the message is understood by him.

Communication Process 1.2.1 The main components of communication process are as follows: 1. Context - Communication is affected by the context in which it takes place. This context may be physical, social, chronological or cultural. Every communication proceeds with context. The sender chooses the message to communicate within a context. 2. Sender / Encoder Tthe Sender / Encoder is a person who sends the message. A sender makes use of symbols (words or graphic or visual aids) to convey the message and produce the required response. For instance - a 4

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY training manager conducting training for new batch of employees. Sender may be an individual or a group or an organization. The views, background, approach, skills, competencies, and knowledge of the sender have a great impact on the message. The verbal and non verbal symbols chosen are essential in ascertaining interpretation of the message by the recipient in the same terms as intended by the sender. Message - Message is a key idea that the sender wants to communicate. It is a sign that elicits the response of recipient. Communication process begins with deciding about the message to be conveyed. It must be ensured that the main objective of the message is clear. Medium - Medium is a means used to exchange / transmit the message. The sender must choose an appropriate medium for transmitting the message else the message might not be conveyed to the desired recipients. The choice of appropriate medium of communication is essential for making the message effective and correctly interpreted by the recipient. This choice of communication medium varies depending upon the features of communication. For instance - Written medium is chosen when a message has to be conveyed to a small group of people, while an oral medium is chosen when spontaneous feedback is required from the recipient as misunderstandings are cleared then and there. Recipient / Decoder - Recipient / Decoder is a person for whom the message is intended / aimed / targeted. The degree to which the decoder understands the message is dependent upon various factors such as knowledge of recipient, their responsiveness to the message, and the reliance of encoder on decoder. Feedback - Feedback is the main component of communication process as it permits the sender to analyze the efficacy of the message. It helps the sender in confirming the correct interpretation of message by the decoder. Feedback may be verbal (through words) or non-verbal (in form of smiles, sighs, etc.). It may take written form also in form of memos, reports, etc.

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1.2.2 Communication Barriers - Reasons for Communication Breakdown Communication is a process beginning with a sender who encodes the message and passes it through some channel to the receiver who decodes the message. Communication is fruitful if and only if the messages sent by the sender is interpreted with the same meaning by the receiver. If any kind of disturbance blocks any step of communication, the message will be destroyed. Due to such disturbances, managers in an organization face severe problems. Thus the managers must locate such barriers and take steps to get rid of them. There are several barriers that affects the flow of communication in an organization. These barriers interrupt the flow of communication from the sender to the reciever, thus making communication ineffective. It is essential for managers to overcome these barriers. The main barriers of communication are summarized below. 5

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

The following are the main communication barriers:

1. Perceptual and Language Differences: Perception is generally how each individual interprets the world around him. All generally want to receive messages which are significant to them. But any message which is against their values is not accepted. A same event may be taken differently by different individuals. For example : A person is on leave for a month due to personal reasons (family member being critical). The HR Manager might be in confusion whether to retain that employee or not, the immediate manager might think of replacement because his teams productivity is being hampered, the family members might take him as an emotional support. The linguistic differences also lead to communication breakdown. Same word may mean different to different individuals. For example: consider a word value. a. What is the value of this Laptop? b. I value our relation? c. What is the value of learning technical skills? Value means different in different sentences. Communication breakdown occurs if there is wrong perception by the receiver. 2. Information Overload: Managers are surrounded with a pool of information. It is essential to control this information flow or else the information is likely to be misinterpreted or forgotten or overlooked. As a result communication is less effective. 3 Inattention: At times we just not listen, but only hear. For example a traveler may pay attention to one NO PARKING sign, but if such sign is put all over the city, he no longer listens to it. Thus, repetitive messages should be ignored for effective communication. Similarly if a superior is engrossed in his paper work and his subordinate explains him his problem, the superior may not get what he is saying and it leads to disappointment of subordinate. 4 Time Pressures: Often in organization the targets have to be achieved within a specified time period, the failure of which has adverse consequences. In a haste to meet deadlines, the formal channels of communication are shortened, or messages are partially given, i.e., not completely transferred. Thus sufficient time should be given for effective communication. 5 Distraction/Noise: Communication is also affected a lot by noise to distractions. Physical distractions are also there such as, poor lightning, uncomfortable sitting, unhygienic room also affects communication in a meeting. Similarly use of loud speakers interferes with communication. 6 Emotions: Emotional state at a particular point of time also affects communication. If the receiver feels that communicator is angry he interprets that the information being sent is very bad. While he takes it differently if the communicator is happy and jovial (in that case the message is interpreted to be good and interesting). 6

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY 7 Complexity in Organizational Structure: Greater the hierarchy in an organization (i.e. more the number of managerial levels), more is the chances of communication getting destroyed. Only the people at the top level can see the overall picture while the people at low level just have knowledge about their own area and a little knowledge about other areas. 8. Poor retention: Human memory cannot function beyond a limit. One cant always retain what is being told specially if he is not interested or not attentive. This leads to communication breakdown. 1.2.3 Overcoming Communication Barriers There are a lot of communication barriers faced these days by all. The message intended by the sender is not understood by the receiver in the same terms and sense and thus communication breakdown occurs. It is essential to deal and cope up with these communication barriers so as to ensure smooth and effective communication. As, in the previous section we have discussed the major barriers of communication. Lets talk about how to overcome these barriers of communication. 1. Eliminating differences in perception: The organization should ensure that it is recruiting right individuals on the job. Its the responsibility of the interviewer to ensure that the interviewee has command over the written and spoken language. There should be proper Induction program so that the policies of the company are clear to all the employees. There should be proper trainings conducted for required employees (for eg: Voice and Accent training). 2. Use of Simple Language: Use of simple and clear words should be emphasized. Use of ambiguous words and jargons should be avoided. 3. Reduction and elimination of noise levels: Noise is the main communication barrier which must be overcome on priority basis. It is essential to identify the source of noise and then eliminate that source. 4. Active Listening: Listen attentively and carefully. There is a difference between listening and hearing. Active listening means hearing with proper understanding of the message that is heard. By asking questions the speaker can ensure whether his/her message is understood or not by the receiver in the same terms as intended by the speaker. 5. Emotional State: During communication one should make effective use of body language. He/she should not show their emotions while communication as the receiver might misinterpret the message being delivered. For example, if the conveyer of the message is in a bad mood then the receiver might think that the information being delivered is not good. 6. Simple Organizational Structure: The organizational structure should not be complex. The number of hierarchical levels should be optimum. There should be a ideal span of control within the organization. Simpler the organizational structure, more effective will be the communication. 7

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY 7. Avoid Information Overload: The managers should know how to prioritize their work. They should not overload themselves with the work. They should spend quality time with their subordinates and should listen to their problems and feedbacks actively. 8. Give Constructive Feedback: Avoid giving negative feedback. The contents of the feedback might be negative, but it should be delivered constructively. Constructive feedback will lead to effective communication between the superior and subordinate. 9. Proper Media Selection: The managers should properly select the medium of communication. Simple messages should be conveyed orally, like: face to face interaction or meetings. Use of written means of communication should be encouraged for delivering complex messages. For significant messages reminders can be given by using written means of communication such as : Memos, Notices etc. 10. Flexibility in meeting the targets: For effective communication in an organization the managers should ensure that the individuals are meeting their targets timely without skipping the formal channels of communication. There should not be much pressure on employees to meet their targets.

1.2

Components of language

Human language involves both receptive and productive use. Receptive language use occurs during the comprehension or understanding of words and sentences. Productive language use involves idea generation and the articulation of words in speech. Both reception and production utilize the four basic structural components of language: 1.3.1 Semantics The system of meanings that are expressed by words and phrases. In order to serve as a means of communication between people, words must have a shared or conventional meaning. Picking out the correct meaning for each new word is a major learning task for children. Not only does the grammatical structure of our language provide the needed clues for understanding, we also have a wealth of figurative language and rich description that adds color and nuance to our communication. Semantics refers to the ways in which a language conveys meaning.i It is our understanding of semantics that allows us to recognize that someone who is 8

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY green with envy has not changed hue, or that having cold feet has less to do with the appendage at the end of our legs and more to do with our anxiety about a new experience. Because semantics moves beyond the literal meaning of words and is culture-dependent, this is among the most difficult aspects of language for individuals who are not native speakers and even those who speak the same language but come from different cultures and convey meaning using words in unique ways. Anyone who has attempted to converse with a teenager in his own vernacular can appreciate the importance of sharing a semantic base for communicating clearly.

1.3.2 Phonology The system of the sound segments that humans use to build up words. Each language has a different set of these segments or phonemes, and children quickly come to recognize and then produce the speech segments that are characteristic of their native language. The study of speech structure within a language, including both the patterns of basic speech units and the accepted rules of pronunciation, is known as phonology.ii The smallest units of sound that make up a language are called phonemes. For example, the word that contains three phonemes the th represents one phoneme /th/, the a maps to the short a sound //, and the t to its basic sound /t/.

1.3.3 Morphology 2 Moving to the next level of language, we find the study of the smallest units of meaning, morphemes. Morphemes include base words, such as hat, dog, or love, as well as affixes, such as un-, re-, the plural s or es, and the past tense ed. Knowledge of the morphology of our language is critical to vocabulary development and reflects the smallest building blocks for comprehension.

1.3.4 Syntax 9

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY The study of how individual words and their most basic meaningful units are combined to create sentences is known as syntax. As words are grouped together when we communicate, we must follow the rules of grammar for our language, in other words, its syntax. It is the knowledge of syntax that allows us to recognize that the following two sentences, while containing different word order and levels of complexity, have the same meaning. The boy hit the ball. The ball was hit by the boy.

Syntax also allows us to accept I went to the store as a meaningful (grammatical) sentence while To store went I would not be acceptable English. 1.3.5 Pragmatics The system of patterns that determine how humans can use language in particular social settings for particular conversational purposes. Children learn that conversations customarily begin with a greeting, require turn taking, and concern a shared topic. They come to adjust the content of their communications to match their listener's interests, knowledge, and language ability. Pragmatics refers to the ways the members of the speech community achieve their goals using language.iii The way we speak to our parents is not the same as the way we interact with a sibling, for example. The language used in a formal speech may bear little resemblance to what we would hear at a lunch with five friends. The conversational style of day-to-day interactions is quite different from the language used even when reading a storybook to a toddler. Knowing the difference and when to use which style is the essence of pragmatics.

1.4

Factors affecting language learning / acquisition

Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or 10

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.

Internal factors
Internal factors are those that the individual language learner brings with him or her to the particular learning situation.

Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation. Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice. Motivation: Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't. Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress. Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences. Cognition: In general, it seems that students with greater cognitive abilities will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others. Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child. 11

PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

External factors
External factors are those that characterize the particular language learning situation.

Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency. Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress. The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development. Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress. Motivation: Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly. Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.

"Some students learn a new language more quickly and easily than others."

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PKB 3105 ENGLISH LANGUAGE TEACHING METHODOLOGY Exercise 1 Testing understanding of concepts and reasoning. Explain barriers of communication. Identify ways for you to overcome this andtry to relate this problem to language acquisition. Get additional information form books, journals or articles found in the internet. .

Congratulations! You have been very diligent in going through topic one. You will be going through topic two and so on. Go for a rest now.

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