GENERAL PRINCIPLES IN TEACHING LANGUAGE SKILLSBY:FELISCA FARAH RUBERTWENDY ANAK JUNA

Purpose Of Teaching Languange Skills

Increase Comprehensibility

Krashens theory of comprehensible input involves the ways in which teachers can make content more understandable to their students providing many nonverbal clues such as pictures, objects, demonstrations, gestures, and intonation cues building from language that is already understood, using graphic organizers, hands-on learning opportunities, and cooperative or peer tutoring techniques

Native Language

the advantage of incorporating a students native language into their instructionusing a students native language as a support can be seen as both a general method or as any of a number of specific strategies. Many of the strategies including implicitly or explicitly, the use of a students native language to increase his or her understanding.

Increase InteractionDrawing from Swains emphasis on comprehensible output a number of strategies have been developed that increase students opportunities to use their language skills in direct communication and for the purpose of "negotiating meaning" in real-life situations. cooperative learning, study buddies, project-based learning, and one-to-one teacher/student interactions.

Increase Thinking Skills

Drawing from Cumminss theories of academic language and cognitively demanding communication ways to develop more advanced, higher order thinking skills as a students competency increases.

These include asking students higher order thinking questions (e.g.,what would happen if?), modeling "thinking language" by thinking aloud, explicitly teaching and reinforcing study skills and test-taking skills, and holding high expectations for all students.

Strategies In Teaching Language Skills

Principles StrategiesActivitiesMultiple IntelligentMusical, kinesthetic, verbal linguistic,visualRole play, singing, drawing, hands on activitiesCooperative and collaborative learningGroup task (discussion)Project work, group problem solving, puzzle, gamesComputer based learningObservation Listening, surfing internet, power point presentationOut door learningDemonstration, discussionSimulation, treasure hunt, directionMastery learningQuestioning, discussionDebate, public speaking

LEARNER'S ATTITUDES AND MOTIVATION

ATTITUDES Gardner and Lamberts (1972) defined motivation as a construct made up of certain attitudes. Positive attitudes toward self, the native language group, and the target language group enhanced proficiency. Negative attitudes may lead to decreased motivation and in all likelihood, because of decreased input and interaction cause to unsuccessful attainment in proficiency.

SUCCESSFUL LANGUAGE LEARNERS' ATTITUDES Positive towards English and speakers of EnglishMotivated to learn English for a few reasons :to interact with other speakers of Englishto further their educationto get a better paid jobto read books, magazines in EnglishMake efforts to get into situations where English is used and they use English as often as they can.

Consciously try out new strategies learning and remembering new words, phrases and sentences and their meaning. Prepared to take risks.Dare to make mistakes and learn from mistakes that they make. They achieve success and develop competence, thus motivates them to learn more.

LEARNER'S MOTIVATIONMotivation is a very important factor in successful language acquisition.

In a group of students of similar intelligences level, students who are highly motivated will achieve greater success compared to less motivated students. 2 types of motivation Extrinsic Intrinsic

EXTRINSIC MOTIVATION Caused by external factorsIntegrative motivationTo be accepted into the culture of the speakers of EnglishInstrumental motivationThe prospect of gaining entry into a college or university or getting a better paid job.To be acknowledgedA desire for praise and recognition from fellow students and teachers.

*INTRINSIC MOTIVATIONIntrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seems to engage in the activities for their own sake and not because they lead to an extrinsic reward.Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely; feelings of competence and self determination.-Edward Deci, 1975

Desire to learn English for its own sakeeg. Student who comes from a family that has a very positive attitude towards English will also have a love for the language and will want to master it to the best of his ability.

LEARNERS' LEVEL OF ABILITIES

LEARNER'S LEVEL OF ABILITYAbility refers to an individuals capacity to perform the various tasks in a job. It is a current assessment of what one can do.

Learners level of ability

It is the capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.PHYSICAL ABILITIES

*EMOTIONAL ABILITIESEmotions are important in the classroom in two major ways. influence ability to process information and to accurately understand what we encounter. For these reasons, it is important for teachers to create a positive, emotionally safe classroom environment to provide for the optimal learning of students.learning how to manage feelings and relationships constitutes a kind of emotional intelligence that enables people to be successful.

SOCIAL ABILITIESAbility to socialize with others.To fit in

THANK YOU

2-use language to gain somethingreadiness and grace in physical activity; especially : skill and ease in using the hands