developing classroom material to encourage integrated skill teaching
TRANSCRIPT
Developing Classroom Material to Encourage Integrated Skill Teaching
Paulus Widiatmoko
Universitas Kristen Duta Wacana Yogyakarta
Presented at 3rd UTIC Universitas Ahmad Dahlan
Cavinton Hotel 17-18 September 2014
ICE (Introduction to college English)
ESP
English for Informatics
English for Business
English for Architecture
English for Job Hunting
Medical English
etc
General English
Matriculation
“False Beginners” LEVEL I
LEVEL II
LEVEL III
LANGUAGE-INEDUCATION POLICY
teacher
Teaching media
Language Learning principles
motivation
Language skillsgrammar
vocabulary
culture
text
tasks
assessment
learners
speakingreading
listening writing
Adopting activities and tasks from textbooks
• Teachers’ understanding on the underlying language
learning approach and choices of effective techniques
• Teachers’ difficulties in correlating general objectives of
lessons with language tasks and texts in the module.
• Changing the texts and/or tasks.
• Discrete practice of language skills
Language focus
Fluency Practice
Four Strands of Language Lessons
PAUL NATION
Meaning Focused Input
Meaning Focused Output
Language FocusedLearning
Fluency
Practice
Receptive language use; listening and reading for
comprehension, knowledge and
enjoyment
productive language use; speaking and writing for communicative purposes
focus on form; deliberate learning of language
features like vocabulary, grammar, etc.
receptive and productive use of familiar language to convey meaning and
increase speed
Receptive skills
Productivekills
Krashen (1981)
• the first necessary condition for the input to
be acquired is its comprehensibility
• ensured by its approximate level of difficulty,
slightly higher than the learner’s present
proficiency level.
• an accompanying low affective filter
Ellis (2012
• input-based instruction as an instruction that “involves the
manipulation of the input that learners are exposed to or are
required to process” (p 285).
• one form is to manipulate the input in some way to make some
target features more noticable to learners.
• aims at drawing learners’ attention to linguistics target while they
are primarily engaged in meaning comprehension.
Long (1991)
• focus on form
• “overtly draws students’ attention to linguistic
elements as they arise incidentally in lessons
whose overriding focus in on meaning
communication” (pp 4-5).
Renandya (in press)
comprehensible
abundantly and reliably available
frequently encountered
slightly beyond the learners’ current level
engage the learners’ attention
meaningful and interesting
Language Input should be…
(Krashen, 1958; Schwartz, 1993, Izumi, 2002; Swain, 1995; Toth, 2006) in Rassaei, E. (2012)
“INPUT ALONE IS NOT SUFFICIENT”
Swain (1985)
• “pushes” learners from the “semantic processing” required for
comprehending the input to the “syntactic” processing” needed for
encoding meaning (p. 249).
• as “the trigger that forces the learners to pay attention to the
means of expression needed in order to successfully convery his or
her intended meaning “ (p 249).
• helps learners notice the gap between their linguistic resources and
the target language system.
Language output…
output-oriented practice…
• Mechanical practice (or drill) as a controlled practice in which students are
required to produce a response without having to understand the language they
are using. Repetition drills or substitution drills of grammatical items are examples
of this practice.
• Meaningful practice which refers to an activity where the language is still
controlled, but the students need to understand the language in order to
successfuly produce a correct response.
• Communicative practice where the focus is on communication and where the
students are required to produce language that is appropriate for a particular
communicative context.
Renandya (2011)
LANGUAGE INPUT
Can be reading or listening (receptive skills) Contains grammatical points, language expressions, or vocabularies as
language samples for the teachers to further elicit or for the students to notice
Could also be a lead in for next activities
LANGUAGE FOCUS
Contains the linguistics foundation for the students to produce the language
Could be focusing on grammar, language functions, or vocabularies
LANGUAGE OUTPUT
Could be emphasizing speaking (as a primary-focused skill) or writing (as a secondary-focused skill)
Teacher ascertains correct and appropriate use of language function/grammar for various communication purposes
FLUENCY PRACTICE
Could be speaking (primary-focused skill) or writing (secondary-focused skill)
Attempt to facilitate more “autonomous” use of the language focus for certain communication needs
Collaborative works
• Working with teachers of ICE level 3
• Choosing interesting and engaging topics both for
teachers and students.
• Evaluating Syllabus, texts, and designing tasks
• Conducting workshop to assess feedback
Result
Functional + topical syllabus
Speaking as focused skill
24 meetings
6 progress test
Final project: presentation
Topic 10-12: proposing success formula
Objectives:
Students are able to describe successful industries or business
Students are able to describe business strategies
Students identify and formulate organization of ideas to describe successful business and its
strategies
Students practice oral fluency in describing successful business and its strategies
10 Big Business
11 Winning Formula
12 Language Review
PT 4: Speaking (please read the progress test guideline)
Conclusion• Various interrelating factors contributing to the EFL
learning process should be taken into account.
• Method of teaching the language skills could be one of the factors elaborated in areas of material design facilitating teachers to integrate the practice of the language skills.
• Relevant and applicable foundation of theoretical framework would be needed to assure pedagogical approach in this attempt.
• Certainly, context of the language learning contributing to language approach taken is apparently essential.