TEACHING LANGUAGE SKILLS SPEAKING LISTENING READING WRITING

SEPARATE THE SKILLS OR NOT? WE RATHER QUICKLY DISCOVERED THAT IN MOST CONTEXTS OF HUMAN COMMUNICATION WE DO NOT SEPARATE EACH SKILLS. SO WHY TEACH THEM THAT WAY? WHAT SKILL DO YOU CONSIDER LEADS TO THE OTHER?

WHY INTEGRATED SKILLS? Production and reception are part of the same coin, one can not split the coin in half. Integration means sending and receiving information. Written and spocken language OFTEN bear a relationship to each other; to ignore this relationship is to ignore the nature of language.

For literate learners, the interrelationship of written and spoken language is an intrinsically motivating reflection of language and culture and society. By attending primarily to what learners can do with the language, and only secondarily to the forms of language, we invite any or all the four skills that are relevant into the classroom arena.

Often one skill will reinforce the other; we learn to speak from what we hear and we learn to write by examining what we read. THE REAL WORLD OF LANGUAGE USE, MOST OF THE OUR NATURAL PERFORMANCE INVOLVES NOT ONLY THE INTEGRATION OF ONE OR MORE SKILLS, BUT CONNECTIONS BETWEEN LANGUAGE AND THE WAY WE THINK AND FEEL AND ACT.

WORK IN PAIRS AND DISCUSS THE FOLLOWING QUESTIONS: How can you maintain an integrated-skill focus in your teaching? What do you understand by: CONTENT-BASED INSTRUCTION: TASK-BASED LANGUAGE TEACHING: THEME-BASED INSTRUCTION: EXPIRIENTIAL LEARNING: THE EPISODE HYPOTHESIS: Which one do you consider more practicle for you and why?

AN INTEGRATED LESSON HAND OUT COPIES (PG ) HAND OUT COPIES (PG ) READ AND ANALYZE READ AND ANALYZE DISCUSS IN PAIRS DISCUSS IN PAIRS ARE THE FOUR SKILLS INTEGRATED? ARE THE FOUR SKILLS INTEGRATED? GIVE 15 NIN. TO CREATE A SIMILAR LESSON PLAN. GIVE 15 NIN. TO CREATE A SIMILAR LESSON PLAN. FINISH FOR HOMEWORK. (PLATFORM) FINISH FOR HOMEWORK. (PLATFORM)

SHARE WHAT YOU DID IN YOUR GROUP BREAK TIME

ORAL COMMUNICATION SKILLS IN PEDAGOGICAL RESEARCH CONVERSATIONAL DISCOURSE TEACHING PRONUNCIATION GRAMMAR ACCURACY FLUENCY AFFECTIVE FACTORS THE INTERACTION EFFECT INTELLIGIBILITY THE GROWTH OF SPOKEN COPORA GENRES OF SPOKEN LANGUAGE.

TYPES OF SPOKEN LANGUAGE INTERPERSONAL TRANSACTIONAL Have students come up with sttings where this type of communication can take place.

WHAT MAKES SPEAKING DIFFICULT Clustering Redundancy Reduced forms Performance variables Colloquial language Rate of delivery Stress, rhythm and intonation interaction

TYPES OF CLASSROOM SPEAKING PERFORMANCE IMITATIVE, DRILLS T1, CONTROLLED ACTIVITIES: KEEP THEM SHORT KEEP THEM SIMPLE KEEP THEM SPNAPPY MAKE SURE STUDENTS KNOW THEY ARE DOING A DRILL LIMIT THEM TO PHONOLIGY AND GRAMMAR POINTS MAKE SURE THEY ULTIMATELY LEAD TO COMMUNICATIVE GOALS DO NOT OVERUSE THEM.

SEMI-CONTROLLED, DT2 INTENSIVE (SELF-INITIATED, PAIR WORK) RESPONSIVE Q-A

FREE ACTIVITY, DT3 TRANSACTIONAL INTERPERSONAL (DIALOGUE) EXTENSIVE (PRESENTATIONS)

PRINCIPLES FOR TEACHING SPEAKING SKILLS FOCUS ON BOTH FLUENCY AND ACCURACY, DEPENDING ON YOUR OBJECTIVE PROVIDE INTRINSICALLY MOTIVATING TECHNIQUES ENCURAGE THE USE OF AUTHENTIC LANGUAGE IN MEANINGFUL CONTEXT PROVIDE APPROPRIATE FEEDBACK AND CORRECTION

CAPITALIZE ON THE NATURAL LINK BETWEEN SPEAKING AND LISTENING GIVE STUDENTS OPPERTUNITIES TO INITIATE ORAL COMMUNICATION ENCOURAGE THE DEVELOPMENT OF SPEAKING STRATEGIES

OTHER ASPECTS TO CONSIDER AND INVESTIGATE THE ROLE OF FEEDBACK ERROR CORRECTION TYPES OF TASKS EVALUATING SPEAKING TASKS

REFERANCE H.DOUGLAS BROWN, (2007), TEACHING BY PRINCIPLES pg