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Language Skills

Rissa San Rizqiya

Listeni
ng

Readin
g

Speaki
ng

Writing

Comprehension (both in listening and


reading) is an active process involving at
least 3 interrelated factors:
le
w
o
n
K
of
dge
the
d
worl
Cognitiv
e skills
of
various
types

Knowled
ge of
linguistic
code

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

ability to reproduce the message in either the


same modality (through repetition of the
content) or in a diferent modality (through
transcription and dictation)
understanding of both the main ideas and
supportive detail
understanding of more specific information
understanding of the higher-order ideas in the
listening passage
what product is being promoted in a radio
advertisement

identification of important facts about the text


participants, the situation, the general topic, text
type
recognition or discrimination of aspects of the
message
identification of words, words categories,
phonemic and morphological distinction

replication
full comprehension
detail
comprehension
main idea
comprehension
orientation
identification

6 specific goals of teaching listening

high-level decoding and sampling from the textual


features happen simultaneously and in cyclical
fashion
reader brings schemata to the text drive
comprehension
reader-driven
begins essentially by trying to decode letters,
words, phrases, and sentences and builds up
comprehension
text-driven

interacti
ve

topdown

bottomup

3 reading models (Barnett, 1989)

4 main ways in reading a text

skimmin
g
intensive
reading

scanning
extensiv
e
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 efective rereading strategies to confirm
hypotheses.

Speaking and writing are known as process and


product skills
Linguis
tic
code

Knowled
ge of the
world

proces
s&
produ
ct

Cogniti
ve skill

Issues in teaching speaking


Conversatio
nal
discourse

Teaching
pronunciati
on

Afective
factors

Accuracy
and fluency

Interaction
efect

Monologue: oral reports, summaries,


short speeches
Maintaining social relationship: casual
register, slang, sarcasm, etc.
Exchanging specific information:
conversation
Short replies to the teacher or studentinitiated questions or comments

Responsive
Transaction
al
Interperson
al
Extensive
Imitative

Drilling: intonation, a certain vowel


sound, etc.

Intensive

Practice some phonological or


grammatical aspect of language

6 types of classroom speaking performance

Writing is a series of contrasts

act

physic
al
menta
l

purpos
e

Expre
ss
impre
ss

form

proce
ss
produ
ct

Reasons for teaching writing

being a practice
tool to help
students practice
and work with
language they
have been
studying
Writing-forlearning

developing
the students
skills as writers

Writing-forwriting

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.

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