4.

0 GENERAL PRINCIPLES IN TEACHING LANGUAGE SKILLS

4.1 INTRODUCTION

Language acquisition theories have highlighted four key principles that

can be directly applied to the mainstream classroom. These principles are
important for all students, but are of particular importance to English language
learners
Jameson, 1998

As fashions in language teaching come and go, the teacher in the

classroom needs reassurance that there is some bedrock beneath the shifting
sands. Once solidly founded on the bedrock, like the sea anemone the teacher
can sway to the rhythms of any tides or currents, without the trauma of being
swept away purposelessly. It is fun to sway to new rhythms, but as we ourselves
choose, not under the pressure of outsiders who do not understand the
complexities of our situation.
Teachers need the stimulation of new thinking and new techniques to
keep a fresh and lively approach to their teaching, but without losing their grip on
enduring truths of learning and teaching that have proved to be basic to effective
language experiences.
(Sources : Principles of English language Teaching,
http://www.language.tut.ac.za/calt/docs/10Principles_0.html)
4.2 PURPOSE OF TEACHING LANGUAGE SKILLS

4.2.1 PRE-VISIT
Before doing my observation on school, I had listed down all the
things needed for me to bring it while doing an observation. All this
information can be found in several sources such as internet, reference
books, encyclopedia, newspaper and so on.
I went to the library, find such many book or information regarding
to the topic given ‘Purpose of Teaching Language Skills’. Sitting on my
chair, surfing on the internet and typing ‘Purpose of Teaching Language
Skills’. Found it and continued save it on my document.
As usual, I had found that this topic was not easy to be found in that
such sources. All of the information I gather from internet and book only.
From all the information, I added more information based on my existing
data to gain more new and effective information.
All this information is very useful as it gives me early views on how
schools or class are going and teach me to think of which side was good
as a teacher and which side was not.
These basic principles provide teachers with a yardstick against
which to evaluate new proposals as they appear _ to help them delve
beneath the surface features of exciting new theories, techniques, and
learning aids, to separate chaff, exciting as it may be to play with, from the
germinative grain, and to decide how much of their established practice
can be sacrificed to the new without loss of learning efficacy.
(Source : Principles of English language Teaching,
http://www.language.tut.ac.za/calt/docs/10Principles_0.html)
4.2.2 WHILE VISIT

SCHOOL BASED EXPERIENCE – DAY 2

Date : 21th August 2009

Time : 9.00-10.00am
Class : 5 Cemerlang
Class enrolment : 25 pupils (17 girls, 8 boys)
Issue Observed : Purpose of Teaching Language Skills

NOTES

Arrive at school
Prepare things, checklist and so on.

Class started
Teacher start lesson by asking pupils whether they already finish their
homework.
Teacher writes down and introduces the topic today.
Teacher’s instructions are easy to understand.
Pupils read the article together.
Teacher opens a questioning session.
Pupils ask the unknown word.
Class is considered small with it size and number of pupils
Teachers easy to control the class
Refer to the checklist for Purpose of Teaching Language Skills below.
 NO TASK/ ITEM YES/NO
.
1. Student is the language learner YES
2. Language learning and teaching are shaped by student YES
needs and objectives in particular circumstances
3. Language learning and teaching are based on normal YES
uses of language, with communication of meanings (in
oral or written form) basic to all strategies and
techniques
4. Classroom relations reflect mutual liking and respect,
allowing for both teacher personality and student
personality in a non-threatening atmosphere of
cooperative learning
5. Basic to use of language are language knowledge and YES
language control
6. Development of language control proceeds through YES
creativity, which is nurtured by interactive, participatory
activities.
7. Every possible medium and modality is used to aid
learning
8. Testing is an aid to learning
9. Language Learning is penetrating another culture;
students learn to operate harmoniously within it or in
contact with it
10. The real world extends beyond the classroom walls;
language learning takes place in and out of the
classroom
Diagram 4.2.2. Ten Purpose of Teaching Language Skills

First of all, teacher should realize that student is language learner.

When we realize it all then we know how to teach language. We are not
 doing a story telling. Madame Esther shows that she really teaching
English language not just talking.
Student needs and objectives are not just personal. They are
shaped to a considerable degree by society pressures and parental
expectations influenced by these two. Social forces and community-wide
perceptions, whether reflecting reality hopes and fears, exert a largely
subconscious influence on what are perceived as individual choices.
To learn a language naturally, one needs much practice in using
the language for the normal purposes language serves in everyday life.
Language practice should already be as close to real communication as
practicable. Even practice exercises should be designed to elicit an
exchange of new information of interest to the participants.
Basic to use of a language is a mental representation of how that
language works. We need a certain basis of systematic knowledge in
order to be able to operate in the language, no matter how minimally.
The ultimate goal for our students is to be able to use the language
they are learning for their own purposes, to express their own meanings,
that is, to create their own formulations to express their intentions.

4.2.3 POST VISIT

After doing an observation, I going back to the hostel and take rest
for a while. Regarding on the checklist and note I had been taken before, I
combined it all together and make a short analyses. Lastly, I had written
down some reflection based on this issue.

4.3 STRATEGIES IN TEACHING LANGUAGE SKILLS

4.3.1 PRE-VISIT
Before doing my observation on school, I had listed down all the
things needed for me to bring it while doing an observation. All this
information can be found in several sources such as internet, reference
books, encyclopedia, newspaper and so on.
I went to the library, find such many book or information regarding
to the topic given ‘Strategies in Teaching Language Skills’. Sitting on my
chair, surfing on the internet and typing ‘Strategies in Teaching Language
Skills’. Found it and continued save it on my document.
As usual, I had found that this topic was not easy to be found in that
such sources. All of the information I gather from internet and book only.
From all the information, I added more information based on my existing
data to gain more new and effective information.
All this information is very useful as it gives me early views on how
schools or class are going and teach me to think of which side was good
as a teacher and which side was not.

4.3.2 WHILE VISIT

SCHOOL BASED EXPERIENCE – DAY 2

Date : 21th August 2009

Time : 9.00-10.00am
Class : 5 Cemerlang
Class enrolment : 25 pupils (17 girls, 8 boys)
Issue Observed : Strategies in Teaching Language Skills
NOTES

Arrive at school
Prepare things
Class started
Teacher start lesson by asking pupils whether they already finish their
homework.
Teacher writes down and introduces the topic today.
Teacher’s instructions are easy to understand.
Pupils read the article together.
Teacher opens a questioning session.
Pupils ask the unknown word.
Class is considered small with it size and number of pupils
Teachers easy to control the class
Refer to the checklist for Strategies in Teaching Language Skills
below.

NO TASK/ ITEM YES/NO

.
 1. Take the mystery away.
2. Simplify directions.
3. Give written copies of directions and examples.
4. Provide frequent breaks.

5. Give additional time.

6. Sit Close.
7. Allow voluntary participation.
8. Teach summarizing and paraphrasing.
9. Teach a staging procedure.
10. Encourage renewed investment of energy in older
students.
11. Give Foreign Language Waivers
12. Use echo reading for fluency development.
13. Amplify auditory input.
14. See, say, hear and touch.
15. A picture is worth a thousand words.
16. Teach active reading.
17. Guide students to read between the lines.
18. Provide individual evaluation and intervention.

4.3.3 POST VISIT

After doing an observation, I going back to the hostel and take rest
for a while. Regarding on the checklist and note I had been taken before, I
combined it all together and make a short analyses. Lastly, I had written
down some reflection based on this issue.

4.4 LEARNERS ATTITUDE AND MOTIVATION

4.4.1 PRE-VISIT
Before doing my observation on school, I had listed down all the
things needed for me to bring it while doing an observation. All this
information can be found in several sources such as internet, reference
books, encyclopedia, newspaper and so on.
 I went to the library, find such many book or information regarding
to the topic given ‘Learners attitude and motivation’. Sitting on my chair,
surfing on the internet and typing ‘Learners attitude and motivation’. Found
it and continued save it on my document.

What is Attitude and Motivation?

In second language learning two social psychological variables –

attitude and motivation – play the key role. According to Gardener (1985)
the term ‘motivation’ means ‘referring to the extent to which the individual
works or strives to learn the language because of a desire to do so and
the satisfaction experienced in this activity (p.10)

Gardner highlights two different kinds of motivation in second

language learning situation :
a) Instrumental motivation – When the learner wants to learn a
language to fulfill immediate goals, such as getting a job or passing
an examination etc., his/her motivation is of instrumental kind.
b) Integrative motivation – when the motive to learn a language is to
communicate and integrate with people from another culture who
speak the same language, it is called integrative motivation.
(Sources : Learner’s Attitude and Its Impact on Language Learning
www.hku.hk/clear/.../VERMA%20Meenakshi%20H_handout.pdf)

4.4.2 WHILE VISIT

SCHOOL BASED EXPERIENCE – DAY 2

Date : 21th August 2009

Time : 9.00-10.00am
Class : 5 Cemerlang
Class enrolment : 25 pupils (17 girls, 8 boys)
Issue Observed : Learners attitude and motivation

NOTES

Arrive at school
Prepare things

Class started
Teacher start lesson by asking pupils whether they already finish their
homework.
Teacher writes down and introduces the topic today.
Teacher’s instructions are easy to understand.
Pupils read the article together.
Teacher opens a questioning session.
Pupils ask the unknown word.
Class is considered small with it size and number of pupils
Teachers easy to control the class
Learning and attitude go hand in hand. It is always important for
Instructional Designers to define the target audience's current attitude
toward the subject that will be taught. In some cases the current attitude is
not the desired end state, and so attitude change becomes a component
of the instructional design.

4.4.3 POST VISIT

After doing an observation, I going back to the hostel and take rest
for a while. Regarding on the checklist and note I had been taken before, I
 combined it all together and make a short analyses. Lastly, I had written
down some reflection based on this issue.

4.5 LEARNER’S LEVEL OF ABILITY

4.5.1 PRE-VISIT
Before doing my observation on school, I had listed down all the
things needed for me to bring it while doing an observation. All this
information can be found in several sources such as internet, reference
books, encyclopedia, newspaper and so on.
I went to the library, find such many book or information regarding
to the topic given ‘Learner’s levels of ability. Sitting on my chair, surfing on
the internet and typing ‘Learner’s levels of ability’. Found it and continued
save it on my document.

What is the meaning for learner level ability?

From a learning psychological perspective, Levels of learning

refer to competencies a learner can achieve.
Bruner (1966) distinguishes between passive and active learning,
between what we know and what we do with what we know.
He also presented a three stage learning model “which he calls
enactive, iconic and symbolic and are solidly based on the developmental
psychology of Jean Piaget. The first, the enactive level, is where the child
manipulate materials directly. Then he proceed to the iconic level, where
he deals with mental images of objects but does not manipulate them
directly. At last he moves to the symbolic level, where he is strictly
manipulating symbols and no longer mental images or objects. The
optimum learning process should according to Bruner go through these
stages.”
(Sources : Learning level, http://edutechwiki.unige.ch/en/Learning_level)

4.4.2 WHILE VISIT

SCHOOL BASED EXPERIENCE – DAY 2

Date : 21th August 2009

Time : 9.00-10.00am
Class : 5 Cemerlang
Class enrolment : 25 pupils (17 girls, 8 boys)
Issue Observed : Learner’s levels of ability

NOTES

Arrive at school
Prepare things

Class started
Teacher start lesson by asking pupils whether they already finish their
homework.
Teacher writes down and introduces the topic today.
Teacher’s instructions are easy to understand.
Pupils read the article together.
Teacher opens a questioning session.
Pupils ask the unknown word.
Class is considered small with it size and number of pupils
Teachers easy to control the class

4.4.3 POST VISIT

After doing an observation, I going back to the hostel and take rest
for a while. Regarding on the checklist and note I had been taken before, I
combined it all together and make a short analyses. Lastly, I had written
down some reflection based on this issue.