Transcript Developing receptive and productive skills in teaching

DEVELOPING RECEPTIVE AND
PRODUCTIVE SKILLS IN TEACHING
ENGLISH FOR SPECIFIC PURPOSES
Barbara Lesničar
ONE WORLD, ONE LANGUAGE?
Barbarians! That's what the Roman Empire, in
its latter days, called the Germanic tribes
migrating south. The Romans had borrowed the
word from the Greek barbaros, meaning 'unable
to speak intelligibly', just well enough to
stammer 'bar-bar-bar'. In those days, you either
spoke Latin or did not exist. Almost two
millennia later, the descendants of the Germanic
tribes have taken over the civilised world,
relocated it outside the Mediterranean, and not
speaking English is beyond the pale.
Vincent Buck
ENGLISH AS THE GLOBAL
LANGUAGE
30% of the world population are “reasonably
competent” in English,
 670 million have a native-like command of the
language
 85% of the scientific, technological or academic
production in the world today is done in English,

David Crystal
SOURCE: DATA FOR EU 25, PUBLISHED BEFORE 2007
ENLARGEMENT
As a Mother Tongue
As a language other
than Mother Tongue
Can speak the Language
60%
40%
30%
20%
Language
Catalan
Slovak
Hungarian
Portuguese
Czech
Greek
Swedish
Russian
Dutch
Polish
Spanish
Italian
French
0%
German
10%
English
Percentage of EU population
50%
LINGUA FRANCA
English is merely fulfilling a functional need for
lingua franca in this globalised world.
ENGLISH AS A LINGUA FRANCA
MONDIANO (1999), A MODEL OF ENGLISH AS AN INTERNATIONAL
LANGUAGE
WHICH ENGLISH?
Current theories of second language acquisition
and pedagogy frequently posit that the goal of
most learners of English is to develop “native”
speaker grammatical standards, phonological
patterns, and discourse competence. There are,
however several reasons why many bilingual
users of English may not see this as their goal.
RECEPTIVE SKILLS
Listening comprehension is an essential skill in
language learning
Listening for specific details
 Listening for general meaning
Listening for the general idea or gist
 task


A1 I can recognise familiar words and very
basic phrases concerning myself, my family and
immediate concrete surroundings when people
speak slowly and clearly
Council of Europe / Conseil de l’Europe
SELF-ASSESSMENT GRID
B2 I can understand extended speech and
lectures and follow even complex lines of
argument provided the topic is reasonably
familiar. I can understand most TV news and
current affairs programmes. I can understand
the majority of films in standard dialect.
TAPESCRIPT

Hello, I'm Aiste from Lithuania and I will talk about my first job for
elllo.org. My first job was actually selling traditional Lithuania cake,
that is called Shakotis in Japan when I just came and I began
studying as a student here, the problem was that I wasn't really
confident in Japanese language, and Japanese people are not really
good in speaking English, and I had to somehow sell and describe the
traditional Lithuanian cake and why that is so good. Traditional
Lithuanian cake is a little bit similar to German version of
baumkuchen or somehow they call it, and I was trying to give some
similarities to that but the people came to me and they wanted to talk
with me and ask me something more, and I was really frustrated
because I couldn't understand them properly and even more I couldn't
answer them in the way they wanted, so I felt a little bit just like a
doll standing there with traditional clothes and shouting some
sentences that I learned by heart. That was kind of tough, and I
remember the experience of standing ten hours in the airport with a
bunch of Lithuanian cakes and just shouting some sentences and
trying to sell them. Well, didn't do that job very long but I will
remember it for really long.
http://www.elllo.org/video/0976/V990FirstJob.htm
A2
 I can understand phrases and the
highest frequency vocabulary
related to areas of most
immediate personal relevance
(e.g. very basic personal and
family information, shopping,
local area, employment). I can
catch the main point in short,
clear, simple messages and
announcements.


Council of Europe / Conseil de l’Europe
SELF-ASSESSMENT GRID
1) She was ______ Lithuanian
cakes.
a) making
b) selling
2) She had to wear _______.
a) a Japanese uniform
b) traditional clothes
3) At that time her _____ was
not so good.
a) English
b) Japanese

o
o
B2
I can understand extended speech
and lectures and follow even
complex lines of argument
provided the topic is reasonably
familiar. I can understand most
TV news and current affairs
programmes. I can understand
the majority of films in standard
dialect.
Council of Europe / Conseil de l’Europe
SELF-ASSESSMENT GRID
1.
When did Aiste start with
her first job?
2.
What did Aiste try to do
when selling the cake?
3.
How did Aiste feel when
selling the cake?
2.
RECEPTIVE SKILLS
There are different reading techniques.
La Manga Club is one of the Europe’s
finest resorts. Visit their web site and
find more detailed information about
La Manga Club and Hyatt Hotel which
you will also find within the Club.

Web site addresses:
http://www.lamangaclub.com/levelon
e.asp?code=4
La Manga Club (write short
notes for each entry)
•location
•accommodation
•sports and leisure
Skimming
 Scanning
Reading for detail

PRODUCTIVE SKILLS - LISTENING
tape
COUNCIL OF EUROPE / CONSEIL DE L’EUROPE
SELF-ASSESSMENT GRID – SPOKEN PRODUCTION
 B1 I can connect phrases in
 A1 I can use simple phrases
a simple way in order to
describe experiences and
events, my dreams, hopes and
ambitions. I can briefly give
reasons and explanations for
opinions and plans. I can
narrate a story or relate the
plot of a book or film and
describe my reactions.
and sentences to describe
where I live and people I
know.

A2 I can use a series of
phrases and sentences to
describe in simple terms my
family and other people,
living conditions, my
educational background and
my present or most recent
job.
Council of Europe / Conseil de l’Europe
SELF-ASSESSMENT GRID

B2 I can present clear,
detailed descriptions on a
wide range of subjects related
to my field of interest. I can
explain a viewpoint on a
topical issue giving the
advantages and
disadvantages of various
options.
WRITING

o
o
B2 I can write clear, detailed text on
a wide range of subjects related to
my interests. I can write an essay or
report, passing on information or
giving reasons in support of or
against a particular point of view. I
can write letters highlighting the
personal significance of events and
experiences
C1 I can express myself in clear,
well-structured text, expressing
points of view at some length. I can
write about complex subjects in a
letter, an essay or a report,
underlining what I consider to be
the salient issues. I can select style
appropriate to the reader in mind.
Council of Europe / Conseil de l’Europe
SELF-ASSESSMENT GRID
Sunny Travel Lodge
Wants a Marketing
information
Manager to work in
their new office in
Munich.
Responsibilities
include:
Maintaining
good
relationships with
customers
Managing
large
marketing
campaigns
Training
staff in
offices all over the
world
Previous experience
necessary.
Candidates should
send their
references.
Apply to: Sunny
Travel Lodge
Group, 45 Queen
Victoria Street,
London EC4
THE EUROPEAN LANGUAGE PORTFOLIO (ELP)
AND THE COMMON EUROPEAN FRAMEWORK OF
REFERENCE FOR LANGUAGES (CEF)
A wide range of portfolios have been produced in a
number of European countries – in Slovenia ELP
for lower secondary-school learners was
accredited in 2004 and for upper secondaryschool learners in 2006. They all share some
fundamental principles. In particular:




an ELP belongs in the hands of the student
an ELP documents and gives value to all language and
(inter-)cultural competences and experiences
an ELP promotes plurilingualism and multiculturalism
an ELP help to develop learner autonomy.