Goals in Teaching English Language

The teaching of language is dependent on teachers. There are several models in the
teaching of language. Books may present ample theories and models on language teaching. The
teaching of English Language is anchored on the reason of developing communicative
competence, i.e.; the ability to use the language correctly and appropriately to communicate
effectively. The most wanted result of the language learning process is the ability to
communicate competently, not necessarily the ability to use the language exactly as the native
speakers of the language do.
Construct longer stretches of language so that the parts make up a coherent whole.
Discourse competence asks: How are words, phrases and sentences put together to these are the
four communicative competence areas as goals of language teaching.
1. Linguistic competence is knowing how to use grammar, syntax, and vocabulary of
language. Linguistic competence: What words do I use? How do I put them into
phrases and sentences?
2. Sociolinguistic competence is knowing how to use and respond to language
appropriately, given the setting, the topic, and the relationships among the people
communicating. Sociolinguistic competence asks: Which words and phrases fit
this topic? How can I express specific attitude (courtesy, authority, friendliness,
respect) when I need to? How do I know what attitude another person is
expressing.
3. Discourse competence is knowing how to interpret the larger context and how to
construct longer stretches of language so that the parts make up a coherent whole.
4. Strategic competence is knowing how to recognize and repair communication
breakdowns, how to work around gaps in ones knowledge and in the context.
Strategic competence asks: How do I know when Ive misunderstood or when
someone has misunderstood me? What do I say then? How can I express my ideas
if I dont know the name of something or the right verb form to use?

In the early stages of language learning, teachers and students may want to keep in mind
the goal of communicative efficiency- that learners should be able to make themselves
understood, using their current proficiency to the fullest. They should try to avoid confusion in
the message (due to faulty pronunciation, grammar, or vocabulary); to avoid offending
communication partners (due to socially in appropriate style); and to use strategies for
recognizing and managing communications breakdowns.
In addition, especially of the early phases, should be more cautious on how to teach on
how to teach their respective pupils. It is their pupils how to make themselves understood and
proficient to the fullest. Doing such involves practice, learning and teaching of the four macro
skills namely: Listening, Speaking, Reading, Writing.
The students become better person through learning another language. There are list of goals in
language teaching:
self-development. This goal is unrelated to the fact that some people actually use
the second language, as in the group-related dynamics of Community Language
Learning.
a method of training new cognitive processes. By learning another language,
students acquire methods of learning or new perspectives on themselves and their
societies.
a way- in to the mother-tongue. The students awareness of their first language is
enhanced by learning a second language.
an entre to another culture. Students can come to understand other groups in
the world and to appreciate the music and art of the cultures.
a form of religious observance. For many people a second language is part of
their religion, whether Hebrew for the Jewish religion, Arabic for Muslims, or
indeed English for Christians in some parts of the world.
a means of communicating with those who speak another language. We all need
to cope with people from other parts of the world whether for business or
pleasure.
the promotion of intercultural understanding and peace .For some, the highest
goals of language teaching are to foster negotiation rather than war or changes in
the society outside the classroom.

Goals of Teaching Reading
Language teaching is focused on instruction for communication purposes. Reading as a
skill, focuses on bringing into pupils who can apply reading strategies to maximize their
comprehension of text, identify relevant and non-relevant information, and develop other
developmental reading skills.

More particularly, goals in teaching reading are identified as:

Developing students awareness of the reading process and reading strategies by
asking them to think and talk about how they read in their native language.
Allowing students to practice the full repertoire of reading strategies by using
authentic reading tasks- Teachers encourage students to read to learn (and have an
authentic purpose for reading) by giving students some choice of reading material.
Working with reading tasks in class- Teachers show students the strategies that will
work best for the reading purpose and the type of text. They explain how and why
students should use the strategies.
Practice reading strategies in class and outside of the class in the students reading
assignments- Teachers encourage students to be conscious of what they are doing
while they complete reading assignments.
Encouraging students to evaluate their comprehension and self-report their use of
strategies- Teachers build comprehension checks into in-class and out of-class
reading assignments, and periodically review how and when to use particular
strategies.
Encouraging the development of reading skills and the use of reading strategies
through the target language to convey instructions and course-related information in
written form: office hours, homework assignments, test content.