The Nature of Language and Language Study
- 8. What is Language? • Language is primarily a human and non-instinctive method of communicating ideas, emotions and desires through a system of voluntarily produced symbols (Sapir). • Language goes beyond just describing real situation, for it primarily aims to form the components of culture (Sapir-Whorf Hypothesis) • Language, in its wildest sense, means the total of such signs of our thoughts and feelings as are capabale of external perception and as xould be produced and repeated all will (AH. Gardiner) • Language may be defined as the expression of thought utilizing speech-sounds (Henry Sweet).
- 9. What is Language? • A system of communication by sound i.e, through the organs of speech and hearing, among human beings of a certain group or community, using vocal symbols possessing arbitrary conventional meanings (Mario A Pei & Frank Gaynor) • comes from the Latin term “lingua” or the French “langue” which means tongue.
- 12. Listening is a pre-requisite to understanding. It is the skill of grasping band decoding information during the exchange of messages. Listening is the beginning of understanding and a valuable key to effective communication. It is the task of getting the meaning of what is being heard (Underwood, 2009). LISTENING
- 13. 1.Look at the speaker in the face and eyes. 2.Focus and give attention but relax. 3.Be open-minded 4.Listen and picture what the speaker is saying. 5.Don’t speak while the speaker is talking. 6.When the speaker pauses, you may ask clarifying questions. 7.Ask relevant questions. 8.Put yourself in the speaker’s place.. 9.Give feedback. 10.Focus as well to nonverbal cues. 10 Steps to Effective Listening
- 15. Receiving Stage Hearing Attending Hearing is the physiological process of registering sound waves as they hit the eardrum. Attending is the process of accurately identifying and interpreting particular sounds we hear as words.
- 17. Understanding Stage This is the stage during which the listener determines the context and meanings of the words that are heard through a process called decoding.
- 18. Remembering Stage In the listening process, the remembering stage occurs as the listener categorizes and retains the information he or she has gathered from the speaker for future access.
- 19. Evaluating Stage The stage where the listener assesses the information they received, both qualitatively and quantitatively. Evaluating allows the listener to form an opinion of what they heard and, if necessary, to begin developing a response.
- 20. Responding Stage The responding stage is the stage of the listening process in which the listener provides verbal and/or nonverbal reactions based on short- or long-term memory.
- 21. Speaking is the ability that makes us superior to other species. It is a complex cognitive and linguistic skill that involves words and sounds. Speaking
- 22. Speaking It also involves: • Meaning: connotation, denotation, grammar • Sociality, Relationship, Affect: formal, slang, gender, dialect • Performance: articulation, projection, pronunciation • Sound Elements: how volume, pitch, pace, and nature of sound complement/contradict/replace words
- 23. Functions of Speaking referred as conversation done spontaneously by two or more person with the intention of social relationship. Transaction Performance Interaction focus on message that needs to be conveyed and expects a response/act to be done one the message has been received. happens when an audience accepts the message spoken; putting emphasis on the accuracy, the sequencing of ideas, the form and the organization.
- 25. Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation. Learn how readers integrate these facets to make meaning from print (Leipzig, 2001). Reading
- 26. Types of Reading Oral reading is the act of reading printed or written material aloud, and is often used by teachers to track and monitor student’s overall reading ability including reading accuracy, fluency, pronunciation, comprehension and understanding of punctuations.
- 27. Types of Reading Silent reading is reading without voicing words, which makes the activity than the oral reading. It is more efficient in building connections between words and gives us silence we need to concentrate and process information.
- 28. Silent Reading Intensive reading is used in shorter text in order to extract specific information, which practice very close accurate reading for detail. Examples: • bookkeeping report • insurance claim • contract
- 29. Silent Reading | Intensive Linguistic Reading is used in guiding children to practice reading and to perceive the phoneme-grapheme (sound- sight) relationship. Teaching letters and its sounds is the first step.
- 30. Silent Reading | Intensive Content Reading is reading to learn, encompassing all the skills and abilities required to read complex, informational text found typically in Social Studies, Science and Mathematics.
- 31. Silent Reading Extensive Reading is used to obtain general understanding of a subject, and can be laid for the purpose of entertainment. Examples: • Marketing Strategy book • Wattpad • Magazines
- 32. Silent Reading | Extensive Skimming is used to gather the most important or the gist of information. This is done by running your eyes over the text
- 33. Silent Reading | Extensive Scanning is used to find a particular piece of information. In this approach, there is no need to understand every word in a text.
- 34. Silent Reading | Extensive Global reading is a concept developed in the US which is intended for children whose Mother Tongue is English. a reading approach where a reader focuses on understanding the overall meaning or main ideas of a text rather than analyzing specific details or individual words.
- 35. Writing • Writing is a process, not a result. It is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. • A system for interpersonal communication using visible signs or graphic symbols on a flat surface such as paper, cloth or even stone slabs.
- 37. You will encounter many types of writing as you continue your education and pursue your career. It is impossible to teach you all of the types of writing but you can learn to ask questions about your writing, analyze the writing situation by considering 1) purpose, 2) audience, 3) and context, and learn how to find answers to your questions. This is where preparation can keep you from having to redo an assignment or being embarrassed at work for submitting a poorly written document. PLANNING
- 38. To get started you need to ask a research question. Research is finding out the answers to what you don't know. The answer to your research question is your thesis statement. RESEARCHING
- 39. After you have finished your research and before you draft or design your project you need to organize your research and other ideas. Typically at this stage you outline your paper. ORGANIZING
- 40. Drafting and designing a document means to create both the content and the layout that you desire for your document. Don't worry about making it perfect at this point - you will revise your document. DRAFTING & DESIGNING
- 41. Recognize what most people think is "bad" writing really is just "unfinished" writing. In other words it hasn't been revised (or revised enough times) to create a polished, professional document. REVISING
- 42. Always read through your document to look for errors. Look for typos and grammar mistakes, but also ensure your document is consistent stylistically. These little errors make your document look sloppy. PROOFREADING
- 43. 04 VIEWING Viewing skills allow students to pause and reflect and think about the images they are seeing and analyze or evaluate further these visuals for better use. It includes giving meaning to the images or visuals and even with computer programsand websites which have printed and spoken words.
- 44. 04 VIEWING Ideas may be presented: • pictures • graphics • posters • drawings • videos • web pages • multimedia
- 45. 04 TYPES OF VIEWING Visual Literacy • skill to decipher the meaning from visuals (Georgis, 1999) • ability to create visuals to convey effectively the ideas in mind (Valmont, 2003; Heinish, 1999)
- 46. 04 TYPES OF VIEWING Critical Viewing • skill to understand and evaluate information from visuals • ability to analyze the composition of the picture