Language Learning Skills

Language Learning Skills

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  Presented by: RanjanP. Velari Paper No.: 12 A Paper Name- English Language Teaching-1 Class: M.A. Sem-3 Batch Year: 2014-16 Enrolment No.: 14101032 Email Id: [email protected] Submitted to: Smt.S.B.Gardi Department of English M.K. Bhavnagar University Language Learning Skills
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  Each of thefour skills are composed of A hierarchy of sub skills what is necessary to identify the sub- skills that are to be strengthened and expanded in the process of teaching A first language, A second language or foreign language.
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  Listening  The termis used in language to refer to a complex process that allows us to understand spoken language.  Most widely used language skill is often used in conjunction with the other skills of speaking reading and writing.  It is not only a skill area in language performance, but is also critical mean of acquiring a second language.
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   It isa channel in which we process language in real time employing pacing, units of encoding and pausing that are unique to spoken language.  In SLA research, it is the ‘linguistic environment’ that serves as the stage for SLA.
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  Speaking  Speaking ina second language involves the development of a particular type of communication skill.  Oral language, because of its circumstances of production, tends to differ from written language in its typical grammatical, lexical and discourse patterns.  Speaking in second language has occupied a peculiar position throughout much of the history of language teaching and only in the last two decades has it begun to emerge as a branch of teaching, learning and teaching in its own right, rarely focusing on the production of spoken discourse.
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   Three mainreasons- a) Grammar translation approaches to language teaching still have a huge influence in language teaching, marginalising the teaching of communication skills. b) Technology- only since the mid 1970s has tape recorded been sufficiently cheap and practical to enable the widespread study of talk- whether native speakers talk or learner talk- and use of tape recorders in the language classroom. c) Exploitation- most approaches to language teaching other than grammar translation as well as more marginal approaches exploited oral communication centrally as part of their methodology: not as a discourse skill.
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  Reading  It isseen as a practice, product or process.  The first has been the interest of anthropologists and social psychologists whose concern is with reading and writing practices as linked to their uses in everyday, not merely within schooling.  The second orientation focuses on the form and meaning of written texts and their constituent parts.  The third perspective plays relatively greater attention to the role of reader in the ongoing processing of written language and the strategies that be or she draws on in constructing meaning from text.
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  Writing  Teaching Englishas a second language writing differs from teaching other language skills in 2 ways- 1) It was used as a support skill in language learning. 2) As the theory and practice of second language composition teaching gradually developed.  In 1970s, many English second language programme writing classes were, grammar courses.  Students copied sentences or short pieces of
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   Approaches towriting have been taken that involves strategies such as- 1) Re-writing from different viewpoints 2) Shifting registers to explore changing communicative effects 3) Writing predictions and completions to texts as part of a process of detailed text study 4) Cross- genre writing
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   There aremany methods and techniques that have proved successful in English second language writing classrooms- 1) Careful need analysis to plan curriculums. 2) Co-operative and group work that strengthen the community of the class and offer writers authentic audiences 3) Integration of language skills in class activities; 4) Learning style and strategy training to help students learn how to read 5) The use of relevant, authentic materials and tasks