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Universidad De La Salle

Course: Didctica para la Enseanza Del Ingles

Facilitator: Anabelle Venegas Fernandez

Task Listening and writing skills Students: Luz Angela Vasquez Paula Jerez Cerda Liliana Rodriguez Barajas

March5, 2012

a. What is a language Skill? The ability to comprehend receptive language and use expressive language to communicate. A student who has good spoken language skills will more easily master reading and writing skills.

What is a subskill?

falta esta definicion!!

When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally towrite. These are called the four "language skills":

Skill Skill Skill Skill

#1: #2: #3: #4:

Listening Speaking Reading Writing

The four language skills are related to each other in two ways:

the direction of communication (in or out) the method of communication (spoken or written)

Input is sometimes called "reception" and output is sometimes called "production". Spoken is also known as "oral".

Note that these four language skills are sometimes called the "macroskills". This is in contrast to the "micro-skills", which are things like grammar, vocabulary, pronunciation, and spelling.

Listening
"Listening" is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm, and pauses) and we use our brain to convert these into messages that mean something to us. Listening in any language requires focus and attention. It is a skill that some people need to work at harder than others. People who have difficulty concentrating are typically poor listeners. Like babies, we learn this skill by listening to people who already know how to speak the language. This may or may not include native speakers. For practice, you can listen to live or recorded voices. The most important thing is to listen to a variety of voices as often as you can.

Listening subskills
Listening games and activities Sound discrimination: What sounds are the same, different. Awareness of sounds: what sounds are heard in various situations. Recognition of sounds: which of these sounds is like buzz?hum? click? Identification of sounds: name this sound. Name of item making sound or letter sound. Sound concept: high or low? Near of far? Working with sounds

Rhyming sounds. Auditory memory: recall a minimum of two items in sequence. Listening to specifics: listening to the letter sounds, rhymes, sounds, etc. Following directions: to give a minimum of two stage directives.

Working from a book or a story read to the children The main idea or the authors message. Sequence of events Drawing conclusions Determining cause and effect.

Listening and doing Following directions: use minimum of stage directives. Auditory memory: recall a minimum of three items. Listening for specifics: select item from group based on the information already acquired. Listening for sequence: identify and recall items in separation.

Writing
Writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way.

Writing subskills
Here are some of the micro-skills involved in writing. The writer needs to:

use the orthography correctly, including the script, and spelling and punctuation conventions. use the correct forms of words. This may mean using forms that express the right tense, or case or gender. put words together in correct word order. use vocabulary correctly. use the style appropriate to the genre and audience. make the main sentence constituents, such as subject, verb, and object, clear to the reader. make the main ideas distinct from supporting ideas or information. make the text coherent, so that other people can follow the development of the ideas. judge how much background knowledge the audience has on the subject and make clear what it is assumed they don't know.

b. General Procedures to develop the skills in the EFL classroom

Strategies for Developing Listening Skills


Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. Effective language instructors show students how they can adjust their listening behavior to deal with a variety of situations, types of input, and listening purposes. They help students develop a set of listening strategies and match appropriate strategies to each listening situation. Listening Strategies Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input. Top-down strategies are listener based; the listener taps into background knowledge of the topic, the situation or context, the type of text, and the language. This background knowledge activates a set of expectations that help the listener to interpret what is heard and anticipate what will come next. Top-down strategies include Listening for the main idea

Predicting Drawing inferences Summarizing Bottom-up strategies are text based; the listener relies on the language in the message, that is, the combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include Listening for specific details Recognizing cognates Recognizing word-order patterns Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening. They plan by deciding which listening strategies will serve best in a particular situation. They monitor their comprehension and the effectiveness of the selected strategies. They evaluate by determining whether they have achieved their listening comprehension goals and whether the combination of listening strategies selected was an effective one. Listening for Meaning To extract meaning from a listening text, students need to follow four basic steps: Figure out the purpose for listening. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate listening strategies. Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory in order to recognize it. Select top-down and bottom-up strategies that are appropriate to the listening task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up strategies simultaneously to construct meaning. Check comprehension while listening and when the listening task is over. Monitoring comprehension helps students detect inconsistencies and comprehension failures, directing them to use alternate strategies.

D EV EL O P M E N T O F LA N G U A G E TH R O U G H M U SIC

Songs are very valuable in developing powerful access to the new language by being enjoyable, fostering confidence, and, increasing attention span and m otivation to learn. Saricoban and M etin (2000) have found that songs can develop the four skill areas of reading, speaking, writing, and listening. King (1996, p46) states that songs can be used to: Present a topic, a language point, lexis, etc. Practice a language point, lexis, etc. Focus on com m on learner errors in a m ore direct way. Encourage extensive and intensive listening. Stimulate discussion of attitude and feelings. Encourage creativity and use of im agination. Provide a relaxed classroom atm osphere. Bring variety and fun to learning. After listening to the song, students create their own lyrics following the tune of the song. Music can change brain waves and m ake the brain m ore receptive to learning. Music connects the functions of the right and left hem ispheres of the brain so that they work together and m akes learning quick and easy. Brain function is increased when listening to music and studies have shown that m usic prom otes more com plex thinking. It can m ake connections between emotions, thinking and learning (Davies, 2000). Music and songs can help increase these listening skills in a fun, relaxed m anner. As well, m usic creates an environm ent that is conducive to learning and sets the stage for listening and learning (Davies, 2000). For instance, teachers m ay use this rhym ing pattern for different texts: I likechocolate . How about you? Do you like chocolate? Yes, I do. Teachers can attempt this rhym e in different contexts, them es, and different situations, for exam ple likes and dislikes, food, sports, etc. As well, teachers m ay change the underlined word into ice-cream , apples, sweets, fish or any alternative related to the target vocabulary. Teachers m ay also apply actions, tenses or any other choice (e.g. while singing teacher mim es swim m ing, or riding a bike, driving a car, or eating ...etc.). Nursery rhym es, chants, holiday songs, action songs, teaching structure songs, telling stories songs, pop songs, and others are what can call edutainm ent

because they are fun, yet educationally incorporate the four language skills. Exam ples are: 1. Listening (to the song)-following the song to determ ine words. 2. Reading (following the lyrics to determine the words). 3. W riting (filling in the blanks) reading the lyrics. 4. Speaking (singing the song).

Developing Writing skills Falta aqui!! y por supuesto que falta el punto c

Sources: http://www.englishclub.com/learn-english/language-skills.htm http://bdigital.uncu.edu.ar/objetos_digitales/2647/vernieryotrosfivelanguageskills.pdf http://www.sil.org/lingualinks/languagelearning/otherresources/gudlnsfralnggandcltrlrnngp rgrm/FourBasicLanguageSkills.htm http://www.nclrc.org/essentials/listening/stratlisten.htm

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