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CHAPTER 15
INTEGRATING THE FOUR SKILLS
Why Integrating? It gives students greater motivation that converts to better retention of principles of effective speaking, listening, reading, and writing. Rather than being forced in a course that limits itself to performance, students are given a change to diversity their effort in more meaningfull task
Content-Based Instruction
It is integrates the learning of some specific subject-matter content with the learning of a second language Example: Immersion program for Elemanteyschool children
Theme-Based Instruction
It is important to distinguish: - The primary purpose of a course is to instruct student in a subject-matter area, and language is of secondary and subordinate interest. -place in equal value on content and language objectives.
The activities
Use environmental statistic and fact for classroom reading, writing, discusion, and debate Carry out research and writing project Have students create their own environmental awareness material Arrange field trips Conduct stimulation games
Experiential Teaching
Its an activities that engage both left- and right-brain processing, that contextualize language, that integrate skills, and that point toward authentic, real-world purpose.
Example of teacher-controlled -using props, realia, visuals, showand tell-session -playing games
Task-Based Teaching
It is an activity in which: - Meaning is primary, - There is some communication problem to solve, - There is some sort of relationship to comparable real-world activities, - Task completion has some priority, - The assesment of task is in terms of outcome
CHAPTER 17
TEACHING SPEAKING
2. 3. 4. 5.
6.
Intensive : intensive speaking can be self-initiated or it can even form part of some pair work activity. Responsive : short replies to teacher or student initiated questions or comments. Transactional (dialogue) : carried out for the purpose of conveying or exchanging specific information, is an exteded of responsive language. Interpersonal (dialogue) : carried ot more for the purpose of maintaining social relationships than for the transmission of facts and information. Students can involve some trickie conversation of the following factors : A casual register Colloquical language Emotionally charged language Slang Ellipsis Sarcasm A covert agenda Extensive (monologue) : here the register is more formal and deliberative.
TEACHING CONVERSATION
a. b. c. d. e. f. Richards (1990: 79-80) offered the following list of features of conversation that can receive sppecific focus in classroom instruction : How to produce both short and long turn in conversation Strategies for opening and closing conversations. How to use both a casual style of speaking and neutral or more formal style How to use conversational routine. Etc Here are some sample task that illustrate teaching various aspect of conversation, as well as an oral grammar practice technique: Conversation-indirect (strategy consciousness-raising) Conversation-direct (gambits) Conversation-transactional (ordering from a catalog) meaningful oral grammar parctice (modal auxillary would) Individual practice: oral dialogue journals Other interactive techniques
TEACHING PRONUNCIATION
Our goal as a teachers of English pronunciation should therefore be more realistically focused on clear, comprehensible pronunciation. The factor within learners that affect pronunciation, below are the list that you should consider: Native language Age Exposure Innate phoonetic ability Identitu and language ego Motivation and concern for good pronunciation.
There are three techniques for teaching different aspects of English pronunciation : 1. Intonation-Listening for Pitch Changes 2. Stress-Contrasting Nouns 3. Meaningful Minimal Pairs
CHAPTER 18
TEACHING READING
Research on reading a second language 1. Bottom-up and top-down processing in bottom-up processing, readers must first recognize a multiplicity of linguistic signal. While in top-down processing in which we draw our own intelligence and experience to understand text. 2. Schemata theory and background knowledge Research has shown that reading is only incidentally visual. More information is contributed by the reader than by the print on the page. Skill in reading depends on the efficient interaction between linguistic knowledge of the world.
3. The role of affect culture The autonomy gained through the learning of reading strategies has been shown to be a powerful motivator (Bamford & Day 1998), not to mention the affective power of reading itself. Similarly, culture plays an active role in motivating and rewarding people for literacy. 4. The power of extended reading John Green and Rebecca Oxford (1995) found that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency.
5. Adult literacy training Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inqui
skimming
6. Use cohesive devices in written devices in written discourse 7. Use rhetorical forms and conventions of written discourse 8. Appropriately accomplish the communicative function of written texts according to form and purposes 9. Convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization and exemplification 10. Distinguish between literal and implied meanings when writing 11. Correctly convey culturally specific references in the context of the written text.
CHAPTER 20
FORM-FOCUSED INSTRUCTION
The place of grammar No one can tell you that grammar is irrelevant, or that grammar is no longer needed in a CLT framework. No one doubts the prominence of grammar as an organizational framework within which communication operates.
Grammar Techniques
Charts Objects Maps and drawings Dialogues Written text
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