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LG 228

LG 228. TEACHING RECEPTIVE SKILLS. TEACHING RECEPTIVE SKILLS.

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LG 228

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  1. LG 228 TEACHING RECEPTIVE SKILLS

  2. TEACHING RECEPTIVE SKILLS. • Receptive skills, reading and listening were once known as the ‘Passive’ skills –as opposed to the active skills such as Speaking and writing, but these categories have now been superseded by receptive and productive, since it is realized that the processes of understanding either written or spoken are dynamic, we don’t just hear or see words, there are many stages in understanding what linguistic items mean in relation to linguistic clues,context, reader/listener culture//identity, individual meanings etc.

  3. Comprehension Processes • Bottom Up, where the meaning of a text (text here refers to spoken or written) is constructed or decoded step by step, from the smallest units, such as phonemes> syllables>words>phrases. • Top-Down processing, based on Schema theory, a schema as a situation in which certain actions or linguistic utterances are expected or known, so that the context helps to decode the message. For example, at a supermarket cash desk, even if we don’t understand what the cashier says, we can guess what they are probably saying.

  4. Teaching/Learning Strategies • Predicting from title of text, expectations of what the text will contain. • Scanning, for a particular piece of information. • Skimming: reading quickly over an article/text to get the gist or main ideas. • Extracting detailed information. More intense or close reading/listening, holiday information, process listening or reading activities, buying insurance contract etc.

  5. Recognising functions and genres • Functions of expressions in texts; for example if someone says “but’ or ‘however’ we know that an opposite / differing /negative viewpoint is coming. ‘I’d love to>>but- we know a refusal is coming. ….’ ‘For example’, is followed by example or clarification. ‘OK’ from lecturer>>shift/start/finish of lecture. Recognising genre, i.e type of discourse coming, allows us to adjust expectation… ‘There was an Englishman and an Irishman/ (??)..look for punchline and laugh etc. Genre of advert on TV>>situation>problem>solution>evaluation: (similar to academic essay or fairy tale).

  6. AUTHENTIC TEXTS • Whether to use authentic texts or not is of concern for teachers. Authentic texts are those which are produced for native speaker use, not for language learning or teaching; so this would include newspapers/novels/films/TV/radio programs/songs/instruction manuals/ internet/children’s stories (the very hungry caterpillar)…

  7. Classroom teaching of receptive skills. • The job of the teacher is to train students in a number of skills they will need in the understanding of reading and listening texts. In reading, understanding through reading is an activity that moves at the readers speed, the reader may read quickly or slowly, it is up to the reader; in listening however the speed is dictated by the speaker. • In Listening students may panic because they think they will not understand all of text. It is a good idea to play the tape/cd listening passage all the way though once, in order for the learners to get the general idea, and then to play the tape through in short sections.

  8. REFERENCES • Rost, M. 2002.Listening in Language Learning. Longman • Hudson, T. 2007. Teaching Second Language Reading. Oxford. • Carroll, D.W. (1994) Psychology of language, Brooks/Cole USA (Ch.7) • Nuttall, C. 2005. Teaching Reading Skills in a Foreign Language. Oxford. • Davies, F. (1995) Introducing Reading, Penguin • Flowerdew, J. 2005. Second Language Listening: Theory and Practice. Cambridge. • Day, R. and Bamford, J. (1998) Extensive Reading in the Second Language classroom CUP • Krashen, S. 1982 Principles and Practice in second language acquisitionPergamon • McDonough, J. & Shaw C. (2003/1993) Materials & Methods in ELT, Blackwell • Nunan, D. (1991), Language Teaching Methodology, CUP (Ch.2 & 4)

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