INTRODUCTION TO ENGLISH LANGUAGE TEACHING

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INTRODUCTION TO ENGLISH LANGUAGE TEACHING

• BY
• ROHADI, M.Pd
• rohadimpd_at_yahoo.com
• www.Rohadi-banten.com

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ENGLISH LEARNING

• Language has a central role in intellectual,
  social and emotional development of learners and
  it supports the success of learning other
  subjects.
• Language learning is expected to be able to
  help learners to know and understand themselves,
  their cultures and other cultures.
• 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.
• 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.

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• Canale and Swain ( 1980 )defined 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

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• 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.

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Actional Competence

• Includes 4 langauge skills
• Listening
• Reading
• Speaking
• writing

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Listening

• 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.

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Listening

• 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

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Speaking

• 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 ones 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

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Speaking

• 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.

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Reading

• 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

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Reading

• 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.

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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 2004219)

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Writing

• 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

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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 audiences
  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

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DISCOURSE COMPETENCE

• concerns with the selection, sequencing, and
  arrangement of words, structures, sentences and
  utterance to achieve a unified spoken or written
  text.
• UNDERTSAND AND PRODUCE MANY KINDS OF ENGLISH
  TEXTS ( GENRE )
• POINTS TO PONDER
• SOCIAL FUNCTION
• STRUCTURES OF THE TEXT
• SIGNIFICANT LANGUAGE FEATURES

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TEXTS TO LEARN

1. Procedure
2. Recount
3. Narrative
4. News item
5. Anecdote
6. Description
7. Report
8. Hortatory exposition
9. Analytical exposition
10. Explanation
11. Review
12. discussion

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MATERIAL TO TEACH

• PERCAKAPAN TRANSAKSIONAL DAN INTERPERSONAL
• SHORT FUNCTIONAL TEXT
• TEXT MONOLOG / DISCOURCE

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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

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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)

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4 LEVELS OF LITERACY

• PERFORMATIVE
• FUNCTIONAL
• INFORMATIVE
• EPHISTEMIC

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NEW TREND

• WHICH ONE TO TEACH?
• LANGUAGE FORM
• LANGUAGE USE

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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 (Celce-Marcia,
  Dorneyi Thurred, 1995).
• Some of these components are often neglected in
  ESL education, leading to confusion or
  comprehension difficulties in the future.

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Strategic Competence

• - the ability to solve communication problems
  despite an inadequate command of the linguistic
  and sociocultural code
• the ability to cope with unexpected problems,
  when no ready-made solutions are available.
• 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.
• 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.

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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

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USE CTLCONTEXTUAL TEACHING AND LEARNING

• SEVEN ELEMENT OF CTL
• INQUIRY
• QUESTIONING
• CONSTRUCTIVISM
• AUTHENTIC ASSESSMENT
• LEARNING COMMUNITY
• MODELLING
• REFLECTION

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APPLY LIFE SKILLS
Self Awareness
General Life Skill
Personal Skill
Thinking Skill
LIFE SKILL
Social Skill
Academic Skill
Specific Life Skill
Vocational Skill