GENERAL PRINCIPLES IN TEACHING LANGUAGE SKILLS

BY: FELISCA FARAH RUBERT WENDY ANAK JUNA

Purpose Of Teaching Languange Skills

1. Increase Comprehensibility
Krashens theory of comprehensible input involves the ways in which teachers can make content more understandable to their students providing many nonverbal clues such as pictures, objects, demonstrations, gestures, and intonation cues building from language that is already understood, using graphic organizers, hands-on learning opportunities, and cooperative or peer tutoring techniques

Native Language the advantage of incorporating a students native language into their instruction using a students native language as a support can be seen as both a general method or as any of a number of specific strategies. Many of the strategies including implicitly or explicitly, the use of a students native language to increase his or her understanding.

2. Increase Interaction Drawing from Swains emphasis on comprehensible output a number of strategies have been developed that increase students opportunities to use their language skills in direct communication and for the purpose of "negotiating meaning" in real-life situations. cooperative learning, study buddies, projectbased learning, and one-to-one teacher/student interactions.

3. Increase Thinking Skills

Drawing from Cumminss theories of academic language and cognitively demanding communication ways to develop more advanced, higher order thinking skills as a students competency increases.

These include asking students higher order thinking questions (e.g.,what would happen if?), modeling "thinking language" by thinking aloud, explicitly teaching and reinforcing study skills and test-taking skills, and holding high expectations for all students.

Strategies In Teaching Language Skills

Principles Multiple Intelligent

Strategies

Activities

Musical, kinesthetic, verbal Role play, singing, drawing, linguistic,visual hands on activities Group task (discussion) Project work, group problem solving, puzzle, games

Cooperative and collaborative learning

Computer based learning

Observation

Listening, surfing internet, power point presentation

Simulation, treasure hunt, direction Debate, public speaking

Out door learning

Demonstration, discussion

Mastery learning

Questioning, discussion

LEARNER'S ATTITUDES AND MOTIVATION

ATTITUDES
Gardner and Lamberts (1972) defined motivation as a construct made up of certain attitudes. Positive attitudes toward self, the native language group, and the target language group enhanced proficiency. Negative attitudes may lead to decreased motivation and in all likelihood, because of decreased input and interaction cause to unsuccessful attainment in proficiency.

SUCCESSFUL LANGUAGE LEARNERS' ATTITUDES

Positive towards English and speakers of English Motivated to learn English for a few reasons :
to interact with other speakers of English to further their education to get a better paid job to read books, magazines in English

Make efforts to get into situations where English is used and they use English as often as they can.

Consciously try out new strategies learning and remembering new words, phrases and sentences and their meaning. Prepared to take risks.
Dare to make mistakes and learn from mistakes that they make. They achieve success and develop competence, thus motivates them to learn more.

Cognitive
Driven by basic human needs (exploration, manipulation, etc.) Degree of effort expended Internal, individual forces in control

Behavioristic
Anticipation of reward Desire to receive positive reinforcement External, individual forces in control

Constructivist
Social context Community Social status Security of group Internal, interactive forces in control

Motivation

LEARNER'S MOTIVATION
Motivation is a very important factor in successful language acquisition. In a group of students of similar intelligences level, students who are highly motivated will achieve greater success compared to less motivated students. 2 types of motivation
Extrinsic Intrinsic

EXTRINSIC MOTIVATION
Caused by external factors
Integrative motivation
To be accepted into the culture of the speakers of English

Instrumental motivation
The prospect of gaining entry into a college or university or getting a better paid job.

To be acknowledged
A desire for praise and recognition from fellow students and teachers.

INTRINSIC MOTIVATION
Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seems to engage in the activities for their own sake and not because they lead to an extrinsic reward.Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely; feelings of competence and self determination.

-Edward Deci, 1975

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Desire to learn English for its own sake

eg. Student who comes from a family that has a very positive attitude towards English will also have a love for the language and will want to master it to the best of his ability.

LEARNERS' LEVEL OF ABILITIES

LEARNER'S LEVEL OF ABILITY

Ability refers to an individuals capacity to perform the various tasks in a job. It is a current assessment of what one can do.

Learners level of ability

Physical

Spiritual

Emotional

ABILITIES

Social

Intellectual

PHYSICAL ABILITIES
It is the capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

EMOTIONAL ABILITIES
Emotions are important in the classroom in two major ways.
influence ability to process information and to accurately understand what we encounter. For these reasons, it is important for teachers to create a positive, emotionally safe classroom environment to provide for the optimal learning of students. learning how to manage feelings and relationships constitutes a kind of emotional intelligence that enables people to be successful.
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SOCIAL ABILITIES
Ability to socialize with others.
To fit in

THANK YOU