Teaching Language SkillsIntegrating the Four Skills

By: Gita Rahmi

A. B. 1. 2. 3. 4. 5. 6. 7. C. D. E.

Materials for Presentation

Introduction The Summary of Materials Teaching the Four Skills Input and Output Top Down and Bottom Up Models of Teaching Integrated Skills Receptive Skills Productive Skills Projects Synthesis/ Comments Conclusion Bibliography

A TAPESTRY

A LOOM

LISTENING

SPEAKING

READING

WRITING

Listening

Writing

Skills
Reading

Receptive skills
Speaking

Productive skills Speaking

Writing

Listening
Reading

A. Introduction
In daily life, skills are used in integrated ways not in isolated ones. It is impossible to separate one skill to another when you communicate with others. Integrating the skills is also about receptive and productive skills. Integrating all skills

Teaching the four skills

Communication will be wothwhile if it happens in integrated language skills, not segregated one.

HARMER, J (2007)

There is an approach related to teaching the skills together, it is called WHOLE LANGUAGE.

Richards & Rodgers (2001)

Whole language is a theory of language instruction that was developed to help young children to read, and has also been extended to middle and secondary levels and to the teaching of ESL

Richards & Rodgers (2001)

Reasons why people need to integrate the language skills:

Production and reception are two sides of the same coin Interaction means sending and receiving messages Written and spoken language often bear a relationship each other The interrelationship of written and spoken language Involving all the four skills to the classroom One skill often reinforces the others Natural performance involves the skills.

PATCHWORK MODEL ENGAGE

STUDY

ACTIVATE

Examples of integrating skills

1. Speaking as preparation and stimulus 2. Texts as models 3. Texts as preparation and stimulus 4. Integrated tasks

Examples of learning sequences

Stage 1: students complete form about physical appearance( reading and speaking skills) Stage 2: students read a text take from novel Stage 3: students answer comprehension questions (writing skills) Stage 4: students look for any language in the text and discuss with class (reading&speaking) Stage 5: students re-write the text Stage 6: students write and discuss the writing Stage 7: students listen to dialogue and make role play

Input and Output

Other students feedback Other students participate Student modifyies his/her understanding

Teacher s feedback

Students see how it turns out

Audio/video tapes Native speakers in person Native speaker in media Reading and pedagogic texts The teacher

Input

Output
Speech writing LANGUAGE STUDENTS

Top down and bottom up

Bottom-up: listener and reader focus on such things

Top down: look for general view and helped by prior knowledge or schemata

Models of teaching integrated skills

1. Content Based Instruction (CBI) A model of teaching that integrates the learning of some specific subject matter content with the learning of second language

Examples:
Immersion programs for elementary school children Sheltered English programs Writing across the curriculum English for specific purposes (ESP)

Challenges for teachers

They have to teach particular course and also language They must have wide knowledge about many subjects

2. Theme Based Instruction (TBI)

Principles: Automaticity Meaningful learning Intrinsic motivation Communicative competence

 Use environmental statistics and facts for classroom reading, writing, discussion, and debate, like discuss issues and engage in formal debate Carry out research and writing projects Have students create their own environmental awareness material Arrange field trips Conduct simulation games

Activities

3. Experiential Learning
Activities that engage both left- and right- brain processing that contextualize language, that integrate skills, and that point toward authentic and real world purposes

Examples:
Hands on projects Computer activities Research projects Cross cultural experiences Field trips and other on site visits Role plays and stimulations

4. The Episode Hypothesis

Presentation of language is enhanced if students receive interconnected sentences in an interest-provoking episode rather than in a disconnected series of sentences.

 Stories or episodes challenge the teacher and the textbook writer to present and natural language. Episodes can be presented in either spoken or writer. Episodes can provide the stimulus for spoken or written questions. Students can be encouraged to write their own episodes or complete an episode. The written episodes might be dramatized in the class.

Contribution to integrated skills teaching:

5. Task Based Teaching

Meaning is primary There is some communication problem to solve There is some sort of relationship to comparable real-world activities Task completion has some priority The assessment of the task is in terms of outcome

Receptive Skills A basic metdological model for teaching receptive skills

Lead in T directs compreh ension task Ss read/listen for task T directs feedback T directs textrelated task

T directs comprehension task

Type task 2

Ss read/listen for task

T directs feedback

The Language Issue

Some specific ways to solve language difficulty: Pre-teaching vocabulary Extensive reading and listening Authenticity

Comprehension Task

Testing and teaching Appropriate challenge

Productive skills a basic methodological model for teaching productive skills

SS have all information they need

Lead in

T sets the task

T monitors the task

T gives task feedback

Task related follow-up

T sets the task

T monitors the task

T gives task feedback

Structuring discourse
coherent Writing cohesive
Understand how to take turns Understand discourse markers

speaking

Interacting with an audience

speaking Writing

Depend on speaking ability Depenp on audience Depend on the way of responding to audiences reactions

Style in writing Structure in writing

Improvising Discarding Foreignising paraphrasing

Dealing with difficulty

The language issue

Steps to help students achieve success: Supply key language Plan activities in advance

Projects
Managing the projects: The briefing/ the choice Idea/ language generation Data gathering Planning Drafting and editing The result Cosultation/tutorial

A Webquest Project
Using computer to do research and there will be self evaluation for students after doing the activity and also evaluation from teacher.

Sythesis and comments

Harmers theory (main source for the chapter report) Brown theory Richards and Rodgerss theory

Conclusion
Teaching integrated skills involves many skills. Different experts have different ways in discussing teaching four skills.

Bibliography
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education. Harmer, Jeremy. 2007a. The practice of English Language Teaching. Malaysia: Pearson Education. Hinkel, E. 2006. Current perspective on teaching the four skills. TESOL Quarterly. 40.1:113. Retrieved on September 25, 2012 from http://wha.arizona.edu/classes/ariew/slat596/Hinkel_4ski lls.pdf Oxford, R. 2001. Integrated skills in the ESL/EFL classroom. Eric Digest. Retrieved on October 2, 2012 from http://www.cal.org/resources/digest/digest_pdfs/0105oxford.pdf 15 Richards, J.C. and S.R. Theodore. 2001. Approaches and Metdos in Language Teaching, ( 2nd ed). Cambridge: Cambridge University Press.