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    An Overview On The Teaching of The Macro-Skills

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    Ednylyn Joyce Capa
    The document provides an overview of macroskills in language teaching. It defines macroskills as the four language skills of listening, speaking, reading, writing, and now viewing. It describes oral skills as listening and speaking, and literacy skills as reading, writing, and viewing. It discusses receptive language as understanding input and expressive language as verbal and written output. It also outlines principles of communicative language teaching and differences between basic interpersonal communication skills and cognitive academic language proficiency.

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    An Overview On The Teaching of The Macro-Skills

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    Ednylyn Joyce Capa
    2K views21 pages
    The document provides an overview of macroskills in language teaching. It defines macroskills as the four language skills of listening, speaking, reading, writing, and now viewing. It describes oral skills as listening and speaking, and literacy skills as reading, writing, and viewing. It discusses receptive language as understanding input and expressive language as verbal and written output. It also outlines principles of communicative language teaching and differences between basic interpersonal communication skills and cognitive academic language proficiency.

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    AN OVERVIEW ON THE TEACHING OF THE MACRO-SKILLS

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    The document provides an overview of macroskills in language teaching. It defines macroskills as the four language skills of listening, speaking, reading, writing, and now viewing. It describes oral skills as listening and speaking, and literacy skills as reading, writing, and viewing. It discusses receptive language as understanding input and expressive language as verbal and written output. It also outlines principles of communicative language teaching and differences between basic interpersonal communication skills and cognitive academic language proficiency.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2K views21 pages

    An Overview On The Teaching of The Macro-Skills

    Uploaded by

    Ednylyn Joyce Capa
    The document provides an overview of macroskills in language teaching. It defines macroskills as the four language skills of listening, speaking, reading, writing, and now viewing. It describes oral skills as listening and speaking, and literacy skills as reading, writing, and viewing. It discusses receptive language as understanding input and expressive language as verbal and written output. It also outlines principles of communicative language teaching and differences between basic interpersonal communication skills and cognitive academic language proficiency.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 21

    AN OVERVIEW ON THE TEACHING OF THE

    MACRO-SKILLS
    WHAT IS MACROSKILLS?
    -also called as Language Skills

    -Before it is composed of 4 skills ( listening, reading, speaking and


    writing) but now with the advent of the internet and the digital
    revolution, viewing was added.

    -Divided into two skills : Oral Skills and Literacy Skills


    ORAL SKILLS
    LISTENING
    -the ability to accurately receive and interpret messages in the
    communication process.

    SPEAKING
    -It is done through the vocalization of human communication.
    Speaking can be formal or informal.
    LITERACY SKILLS
    Reading
    - Reading comprehension involves decoding symbols with the
    intention of deriving meaning from the text.
    Writing
    -Writing is the process of using symbols to communicate thoughts
    and ideas in a readable form.
    Viewing
    -refers to the ability to perceive meaning from visual images and
    presentations.
    RECEPTIVE LANGUAGE
    - input of language

    - the ability to understand and comprehend spoken language

    -How do you teach receptive skills?


    Both listening and reading are receptive skills. For a teacher to be sure that
    learners have understood a spoken or written text, they need to
    demonstrate their understanding through a response. The response may be:
    EXPRESSIVE LANGUAGE
    -output of language

    -the ability to express your wants and needs through verbal and nonverbal
    communication.

    -How do you teach productive skills?


    Both speaking and writing are productive skills. To enable learners to
    produce language, teachers select the vocabulary and structures, and the
    spoken or written text types which will be the focus of a lesson or unit of
    work.
    VIEWING AS NEW
    MACROSKILL
    We are living in a visual world. The advent of the internet and the digital
    revolution, the ubiquity of mobile devices which allow us to capture still and
    moving images easily, the appearance of video-sharing platforms such as
    YouTube and Vimeo, and the emergence of social media networks such as
    Instagram and Facebook whose users upload largely visual content, have all
    contributed to an extraordinary rise in visual communication and to the
    image, and increasingly the moving image, becoming the primary mode of
    communication around the world. 
    VIEWING
    -involves interpreting the images for which words stand connecting visual
    images in videos, computer programs and websites accompanying printed or
    spoken words.

    - The majority of texts young people are encountering and creating are
    multimodal.
    TYPES OF VIEWING
    1. Visual Literacy

    2. Critical Viewing
    COMMUNICATIVE
    COMPETENCE
    - coined by Dell Hymes

    - the ability to function in a truly communicative setting


    -not limited to linguistic forms

    -He emphasized. “…a normal child acquires knowledge of sentences not only
    as grammatical, but also as appropriate. He or she acquires competence as to
    when to speak, when not, and as to what to talk about with whom, when,
    where, in what manner. In short, a child becomes able to accomplish a
    repertoire of speech acts, to take part in speech events, and to evaluate their
    accomplishment by others.”
    (Hymes 1972, 277)
    4 COMPONENTS OF
    COMMUNICATIVE
    COMPETENCE
    Linguistic competence

    Sociolinguistic competence

    Discourse competence

    Strategic competence
    COMMUNICATIVE LANGUAGE
    TEACHING (CLT)
    - It is an approach to the teaching of second and foreign languages that
    emphasizes interaction as both the means and the ultimate goal of learning a
    language.

    - also referred as “communicative approach to teach L2 or foreign language”

    - An effective knowledge of a language is more than merely knowing


    vocabulary and rules of grammar and pronunciation. Learners need to be able
    to use the language appropriately in any social context.
    PRINCIPLES OF THE COMMUNICATIVE APPROACH:
    1. Language learning is learning to communicate using the target language.
    2. The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting
    and the register. The learner needs to differentiate between a formal and an informal style.
    3. Communicative activities are essential. Activities should be presented in a situation or context and have
    a communicative purpose. Typical activities of this approach are: games, problem-solving tasks, and role-play.
    There should be information gap, choice and feedback involved in the activities.
    4. Learners must have constant interaction with and exposure to the target language.
    5. Development of the four macroskills — speaking, listening, reading and writing — is integrated from the
    beginning, since communication integrates the different skills.
    6. The topics are selected and graded regarding age, needs, level, and students’ interest.
    7. Motivation is central. Teachers should raise students’ interest from the beginning of the lesson.
    8. The role of the teacher is that of a guide, a facilitator or an instructor.
    9. Trial and error is considered part of the learning process.
    10. Evaluation concerns not only the learners’ accuracy but also their fluency.
    BICS VS. CALP
    -proponent: James Cummin

    BICS- Basic Interpersonal Communication Skills


    -’playground language’
    -refer to linguistic skills needed in everyday, social face-to-face interactions.

    CALP- Cognitive Academic Language Proficiency


    -academic language
    focuses on proficiency in academic language or language used in the
    classroom in the various content areas.
    CONTEXT  EMBEDDED MEANS THAT THE CONVERSATION IS OFTEN FACE-TO-FACE, OFFERS MANY CUES TO THE
    LISTENER SUCH AS FACIAL EXPRESSIONS, GESTURES, CONCRETE OBJECTS OF REFERENCE.
    CONTEXT  REDUCED IS THE LANGUAGE OF THE CLASSROOM IN WHICH THERE ARE FEWER NON-VERBAL CUES
    AND THE LANGUAGE IS MORE ABSTRACT.
    QUALITIES OF AN EFFECTIVE
    ENGLISH MACRO SKILLS
    TEACHER
    K12 BASIC ENGLISH
    CURRICULUM
    C:\Users\Ednylyn Joyce Borac\Downloads\English-CG.pdf

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