English Language Learning on ELTR Program By HEC

The Teaching of the Four Skills

Theoretical Aspects

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Overview
• Macro Skills
• Microskills
• Isolating & Integrating Skills
• Theoretical Aspects of Teaching the Four SKills
• Scaffolding
• Learner Autonomy
• Interactive Teaching


Communication is crucial in the
process of learning a language


The Four Skills & Direction of
Communication


Which Skills are more demanding ?
• James A. Coleman and John Klapper are of
ther view that Receptive skills are less
demanding than productive skills. But reading
and listening are not passive skills (2005,p 55).


The Properties of the Four Macro Skills


Macro & Micro Skills
• Each of these "four skills" is itself composed of component sub-
skills. Grabe (1992:50-3) notes six in particular in the case of
reading. These are:
• the perceptual automatic recognition skill;
• linguistic skills;
• knowledge and skills of discourse structure and organisation;
• knowledge of the world;
• synthetic and critical evaluation skills;
• metalinguistic knowledge and skills.
• It is arguable that these sub-skills are, to a greater or lesser extent,
also sub-skills of writing, speaking and listening. This suggests that
basic strategies used are similar, if not exactly the same, in each of
the four skills. However, since the four modalities impose different
constraints, at many different levels, on each occasion that they are
called upon, they encourage a unique emphasis on particular
combinations of strategies on each occasion.

In speaking skill, for example, pronunciation is a type micro skill that must be
practised in order to improve communication. Spelling is a skill that makes
understanding the written word easier. Grammar and vocabulary are other micro
skills. Micro doesn't mean they are unimportant. Macro skills such as listening are
very general, while micro skills are more specific. Strategies for learning vocabulary,
strategies for learning grammar are also sub skills or micro skills.


Wide range of Micro Skills
of the Four Skills


Isolating and Integrating the Four
Skills. Practically Isolating them is
difficult
Since there are similarities in the microskills involved, these skills
may be taught in a combined way. There is a growing realisation
among EFL teachers that the overt processes involved in
language - the four skills of reading, writing, listening and
speaking - which have been, in the past, "treated somewhat in
isolation, in fact have so much in common with each other, that
it makes much more sense to treat them holistically", (Wray &
Medwell 1991:3). It has been noted that the links between
reading and writing, for example, have been emphasised to such
an extent that it is now normal to see them referred to as
"literacy" (ibid.:3). Similarly, the term "oracy" is commonly used
to denote the skills of speaking and listening.


How to Teach the Four Skills

Some Concepts


Thinking is key to learning . While
teachers can do many things for
their students , there is one
inescapable fact, they cannot think
for them.
Jim Ahern


Need for Rethinking
• If we teach today as we taught yesterday, we
rob our children of tomorrow.
• John Dewey


Fun can Motivate.

We may learn English fast if we have the right
motivation to learn it. Better job prospects,
international friendship and personality development
can be sources of motivation for people. But, if learning
English gives you fun, then, fun itself can be a source of
motivation for you. Try to learn English through fun-
filled ways that make you laugh and bring you
excitement. When you enjoy learning English, it would
not be drudgery or soulless job.


Exposure
If we look up the word ‘exposure’ in a dictionary of English
language, we see that there are more than one meanings of
the word ‘exposure’. However, in English learning or in the
learning of any language, it means , according to Macmillan
Dictionary, ‘the act of providing someone with the opportunity
to experience new ideas, activities etc’, Thus, when we talk
about getting exposure to English language, we mean getting
into the activities that make us speak, listen , read or write
English language.


How to Teach the Four Skills
1. Scaffolding
2. Learner Autonomy
3. Interactive Teaching


Scaffolding about English
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Teacher ashas more downloads about English
a Scaffolder
• A scaffolder is a building
professional who specializes
in putting up scaffolds and
platforms. Scaffolders can
erect scaffolds related to
building construction.
Similarly, according to
Vygotsky (1896 – 1934) a
teacher works as a
scaffolder for a child


Zone of proximal development
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• "Zone of proximal development" (ZPD) is
Vygotsky’s term for the range of tasks that a
child can complete. The lower limit of ZPD is
the level of skill reached by the child working
independently (also referred to as the child’s
actual developmental level). The upper limit is
the level of potential skill that the child is able
to reach with the assistance of a more capable
instructor.

Facilitating Gradual Cognitive Growth
• Scaffolding is changing the level of support to
suit the cognitive potential of the child. More
support is offered when a child is having
difficulty with a particular task and, over time,
less support is provided as the child makes
gains on the task.



Scaffolding Language Skills


Learner Autonomy

• Learner Autonomy is a concept in foreign
language education. The term "learner
autonomy" was first coined in 1981 by Henri
Holec. 'Autonomy is the ability to take charge of
one's own learning' (Henri Holec ).So Autonomy
means moving the focus from teaching to
learning. Autonomy encourages and needs peer
support and cooperation. The role of the teacher
as supporting scaffolding and creating room for
the development of autonomy is very demanding
and very important.

Learner Autonomy
• From • To
• Dependence • Independence
• Learn this • Learn how
• If you don’t know it, • If you don’t know it find
wait to be told it out


Ministry of Education of Pakistan
Advocates Autonomy of Learning
• The curriculum document for the production
of syllabuses of class 1 to class 12, (2006)
emphasizes the development of
“competencies in using the English language
for communication in academic and social
context, while enabling them to be
autonomous and life-long learners’.
• The National Curriculum for English
• Language Grades 1- X11 2006

Self-Access Centres
• It has transformed old practices in the language
classroom and has given origin to self access language
learning centers. As the result of such practices,
language teaching is now seen as language learning
and it has placed the learner as the centre of our
attention in language learning education
• of the National Committee on English (NCE) has
worked for the establishment of two Self Access
centers (SAC) in Islamabad and Multan (First Meeting
of National Committee on English , March 15, 2011
p.6). Another SAC is being established at the University
of Malakand. Such centers help the English teachers to
update their knowledge, skills and teaching methods.


Learning goes throughout Life


Dr Annamaria Pinter University of
Warwick


Interactive Teaching

Telling is not teaching not listening is
learning


• Interactive teaching is a two way process
wherein the teacher modifies his or her
approach in response to the needs of the
learner(s). The interactive teacher is keenly
aware of the learners and their different
learning styles. It is not possible to teach
effectively without being interactive. Teacher
becomes facilitator. Through questions, he
encourages learners’ partcipation

• Teacher becomes facilitator.
• Through questions, he encourages learners’
participation
• Gives partcipants hands on experience
• Uses teaching aids to gain and retain their
attention


Thank you


English Language Learning on ELTR Program By HEC

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