Transcript INTRODUCTION TO ENGLISH LANGUAGE TEACHING

INTRODUCTION TO
ENGLISH LANGUAGE
TEACHING
BY
ROHADI, M.Pd
[email protected]
www.Rohadi-banten.com
ENGLISH LEARNING
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Language has a central role in intellectual, social and
emotional development of learners and it supports the
success of learning other subjects.
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Language learning is expected to be able to help
learners to know and understand themselves, their
cultures and other cultures.
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Language learning also helps learners to be able to
express their ideas and feelings, to take part in society
and even to use analytical and imaginative abilities that
they possess ( Departemen Pendidikan Nasional, 2004 )
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Language learning in the Competence Based
Curriculum (CBC) was implemented ( Departemen
Pendidikan Nasional, 2004) to emphasize
communicative competence of the learners.
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Communicating here means understanding and
expressing information, thoughts and feelings.
• Learners are supposed to have communicative
competence, that is to have discourse competence, the
ability to understand and to produce spoken and written
texts which are realized in four language skills: listening,
speaking, reading, and writing.
• Canale and Swain ( 1980 )defined
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communicative competence in terms of four
components; “
(1) grammatical competence: words and rules
(2) sociolinguistic competence: appropriateness,
(3) discourse competence: cohesion and
coherence
(4) strategic competence: appropriate use of
communication strategies”
Celce Murcia , Dornyei and Thurrel (1995 )
communicative competence consists of:
• actional competence, including listening,
speaking, reading and writing;
• discourse competence;
• linguistic competence;
• socio cultural competence
• and strategic competence.
Actional Competence
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Includes 4 langauge skills
Listening
Reading
Speaking
writing
Listening
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Microskills
Discriminate among the distinctive sounds of English.
Retain chunks of language of different lengths in short term memory.
Recognise English stress patterns, words in stressed and unstressed positions,
rhythmic structures, intonation contourse, and their roles in signaling information.
Recognise reduced forms of words.
Distinguish word boundaries, recognise a core of words, and interpret word order
patterns and their significance.
Process speech at different rate of delivery.
Process speech containing pauses, errors, corrections, and other performance
variables.
Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and elliptiacl forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognise that a particular meaning may be expressed in different grammatical
forms.
Recognise cohesive devices in spoken discourse.
Listening
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Macroskills
Recognise the communicative functions of utterance according to
situations, participants, goals.
Infer situations, participants, goals using real-word knowledge.
From events, ideas, and so on, describes, predict outcomes, infer
links and connections between events, deduce causes and effects,
and detect such relations as main idea, supporting idea, new
information, given information, generalisation, and exemplification.
Distinguish between literal and implied meanings.
Use facial, kenesic, body language, and other nonverbal clues to
decipher meanings.
Develop and use a battery of listening strategies, such as detecting
key words, guessing the meaning of words from context, appealing
for help, and signalling comprehension or lack thereof
Speaking
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Microskills
Produce differences among English phonemes and allophonic variants.
Produce chunks of language of different lengths.
Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonation contours.
Produce reduced forms of words and phrases.
Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
Produce fluent speech at different rates of delivery.
Monitor one’s own oral production and use various strategic devices – pauses, fillers,
self corrections, backtracking – to enhance the clarity of the message.
Use grammatical word classes (nouns, verbs etc.) systems (tense, agreement,
pluralisation), word order, patterns, rules, and elliptical forms.
Produce speech in natural constituents: in appropriate phrases, pause groups, breath
groups, and sentence constituents.
Express a particular meaning in different grammatical forms.
Use cohesive devices in spoken discourse
Speaking
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Macroskills
Appropriately accomplish communicative functions according to situations,
participants, and goals.
Use appropriate styles, registers, implicature, redundancies, pragmatic
conventions, conversation rules, floor keeping and yielding, interrupting, and
other sociolinguistic features in face-to-face conversations.
Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feeling, new information
and given information, generalisation and exemplification.
Convey facial features, kinesics, body language, and other nonverbal cues
along with verbal language.
Develop and use a battery of speaking strategies, such as emphasising key
words, rephrasing, providing a context for interpreting the meaning of
words, appealing for help, and accurately assessing how well your
interlocutor is understanding you.
Reading
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Microskills
Discriminate among distinctive graphemes and orthographic patterns of
English.
Retain chuncks of language of different lengths in short term memory.
Process writing at an efficient rate of speed to suit the purpose.
Recognise a core of words, and interpret word order patterns and their
significance.
Recognise grammatical word classes (nouns, verb etc.) systems (e.g.
tense, agreement, pluralisation), patterns, rules, and elliptiacl forms.
Recognise that a particular meaning may be expressed in different
grammatical forms.
Recognise cohesive devices in written discourse and their role in signaling
the relationship between and among clauses
Recognise grammatical word classes (nouns, verb etc.) systems (e.g.
tense, agreement, pluralisation), patterns, rules, and elliptiacl forms
Reading
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Macroskills
Recognise the rhetorical forms of written discourse and their significance for
interpretation.
Recognise the communicative functions of written texts, according to form
and purpose.
Infer context that is not explicit by using background knowledge.
From described events, ideas, etc. Infer links and connections between
events, deduce causes and effects, and detect such relations as main idea,
supporting idea, new information, given information, generalisation, and
exemplification.
Distinguish between literal and implied meanings.
Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
Develop and use a battery of reading strategies such as scanning and
skimming, detecting discourse markers, guessing the meaning of words
from context, and activating schemata for the inperpretation of texts.
Writing
• The same classification scheme is
reformulated here to include the most
common genres that a second language
writer might produce, within and beyond the
requirements of a curriculum. ... you should
be aware of the surprising multiciplity of options
of written genres that second language learners
need to acquire. (Brown 2004:219)
Writing
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Microskills
Produce graphemes and ortographic patterns of English.
Produce writing at an efficient rate of speed to suit the
purpose.
Produce an acceptable core of words and use
appropriate word order patterns.
Use acceptable grammatical systems (e.g. tense,
agreement, pluralisastion), patterns and rules.
Express a particular meaning in different grammatical
forms.
Use cohesive devices in written discourse
Writing
• Macroskills
• Use the rhetorical forms and conventions of written discourse.
• Appropriately accomplish the communicative functions of written
texts according to form and purpose.
• Convey links and connections between events, and communicate
such relations as main idea, supporting idea, new information, given
information, generalisation, and exemplification.
• Distinguish between literal and implied meanings when writing.
• Correctly convey culturally specific references in the context of the
written text.
• Develop and use a battery of writing strategies, such as accurately
assessing the audience’s interpretation, using pre-writing devices,
writing with fluency in the first draft, using paraphrases and
synonyms, soliciting peer and instructor feedback, and using
feedback for revising and editing
DISCOURSE COMPETENCE:
• concerns with the selection, sequencing, and
arrangement of words, structures, sentences and
utterance to achieve a unified spoken or written text.
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• UNDERTSAND AND PRODUCE MANY KINDS OF
ENGLISH TEXTS ( GENRE )
• POINTS TO PONDER:
SOCIAL FUNCTION
STRUCTURES OF THE TEXT
SIGNIFICANT LANGUAGE FEATURES
TEXTS TO LEARN
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Procedure
Recount
Narrative
News item
Anecdote
Description
Report
Hortatory exposition
Analytical exposition
Explanation
Review
discussion
MATERIAL TO TEACH :
• PERCAKAPAN TRANSAKSIONAL DAN
INTERPERSONAL
• SHORT FUNCTIONAL TEXT
• TEXT MONOLOG / DISCOURCE
LINGUISTIC COMPETENCE
• IT IS ABOUT GRAMMAR RULES
• THERE ARE THREE KINDS OF GRAMMAR :
FORMAL GRAMMAR,
• TRADITIONAL GRAMMAR
• AND SYSTEMIC FUNCTIONAL GRAMMAR
• FORMAL AND TRADITIONAL : GRAMMAR IS
SET OF RULES , HOW TO MAKE CORRECT
SENTENCES
LANJUTAN :
• SYSTEMIC FUNCTIONAL GRAMMAR:
• GRAMMAR IS SEEN FROM ITS
FUNCTION .
SOME IMPORTANT TERMS :
PARTICIPANTS : PELAKU
CIRCUMSTANCE : ADVERB
PROCESS : KATA KERJA
MATERIAL PROCESS
MENTAL PROCESS
VERBAL PROCESS
BEHAVIORAL PROCESS ( see the hyperlink)
4 LEVELS OF LITERACY
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PERFORMATIVE
FUNCTIONAL
INFORMATIVE
EPHISTEMIC
NEW TREND
• WHICH ONE TO TEACH?
• LANGUAGE FORM
• LANGUAGE USE
Sociocultural Competence
• The knwoledge of the relation of the language
use in its non linguistic context
• There are four components of socio-cultural
competence: social contextual factors, stylistic
appropriateness factors, cultural factors, and
non-verbal communicative factors (CelceMarcia, Dorneyi & Thurred, 1995).
• Some of these components are often neglected
in ESL education, leading to confusion or
comprehension difficulties in the future.
Strategic Competence
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- the ability to solve communication problems despite an inadequate
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the ability to cope with unexpected problems, when no ready-made
solutions are available.
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If we meet a problem, that is, if our command of the linguistic and
sociocultural code is not adequate, we have two basic choices.
On one hand, we can avoid the problem by adopting a reduction
strategy: in other words, we keep our message within our
communicative resources, we avoid the risk, we adjust our ends to our
means — in this way we change our goal.
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command of the linguistic and sociocultural code –
On the other hand, we can decide to keep our goal but develop an
alternative plan, we adopt an achievement strategy, we take the risk
and expand our communicative resources, we adjust our means to our
ends.
HOW TO EVALUATE?
• USE AUTHENTIC ASSESSMENT
• WHICH CAN REALLY MEASURE THE
STUDENTS COMPETENCE
• CORNCERN NOT ONLY TO THE PRODUCT
BUT ALSO TO THE PROCESS
• USE : PAPER AND PENCIL TEST
PERFORMANCE
PORTFOLIO
PROJECT
USE CTL
CONTEXTUAL TEACHING AND LEARNING
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SEVEN ELEMENT OF CTL
INQUIRY
QUESTIONING
CONSTRUCTIVISM
AUTHENTIC ASSESSMENT
LEARNING COMMUNITY
MODELLING
REFLECTION
APPLY LIFE SKILLS
General
Life Skill
Self Awareness
Personal Skill
Thinking Skill
LIFE SKILL
Social Skill
Academic Skill
Specific Life
Skill
Vocational Skill