Professional Documents
Culture Documents
Listeni
ng
Readin
g
Speaki
ng
Writing
Knowled
ge of
linguistic
code
Formation of
hypothesis
Drawing
inferences
Resolution of
ambiguities
and
uncertainties in
the input in
order to assign
meaning
replication
full comprehension
detail
comprehension
main idea
comprehension
orientation
identification
interacti
ve
topdown
bottomup
skimmin
g
intensive
reading
scanning
extensiv
e
reading
Knowled
ge of the
world
proces
s&
produ
ct
Cogniti
ve skill
Teaching
pronunciati
on
Afective
factors
Accuracy
and fluency
Interaction
efect
Responsive
Transaction
al
Interperson
al
Extensive
Imitative
Intensive
act
physic
al
menta
l
purpos
e
Expre
ss
impre
ss
form
proce
ss
produ
ct
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.