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Gloria Luque Agulló

DIDACTICA DE LAS DESTREZAS COMUNICATIVAS EN LENGUA INGLESA

CONTENTS 1. Background theories for teaching English as a foreign language 2. Listening 3. Speaking 4. Reading 5. Writing 6. Integrated Skills

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Gloria Luque Agulló

DIDACTICA DE LAS DESTREZAS COMUNICATIVAS EN LENGUA INGLESA

1. Background theories for teaching English as a foreign language: Outline

1.1. Psychological framework: the learner and its learning process

1.1.1. The process of learning 1.1.2. The process of language learning 1.1.3. Teenage learners: psychological features

1.2. Lingui stic framework: the language to be taught 1.2.1. Universal accounts and structuralist views of language 1.2.2. From linguistic competence to communicative competence 1.2.3. Narrowing the scope of communicative competence

1.3. Socio-cultural framework: foreign language learning in Europe and Spain 1.3.1. Contextual background: first language, second language and foreign language

1.3.2. Historical background 1.3.3. Educational policies: the LOGSE/LOCE/? documents

1.4. Pedagogical framework: how to teach or trigger the learning process 1.4.1. The four skills: listening, reading, speaking & writing 1.4.2. "Productive" vs "receptive-interpretative" 1.4.3. Receptive-interpretative skills

1.4.3.1. Basic features 1.4.3.2. Some methodological issues 1.2.3. A possible model for comprehension tasks

1.4.4. Productive skills. 1.4.4.1. The nature of communication 1.4.4.2. Oral and written communication 1.4.4.3. The "information gap"

2. References SET READINGS Harmer, J. 19912. The Practice of English Language Teaching. London: Longman. Sections 5.1., 5.2., 5.3.

(Chapter 5) and Sections 10.1, 10.2., 10.3. (Chapter 10). Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: C.U.P. Chapter 2:

"Analysing language skills". SUGGESTED READINGS Craig, G. 1997. Desarrollo psicológico. México: Prentice Hall. Chapter 12: 404-431.

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Gloria Luque Agulló DIDACTICA DE LAS DESTREZAS

2. Listening: Outline

2.1. Introductory questions to reflect 2.2. The role of listening in (SLA) theories: a historical view

2.3. Psycholinguistic processes: what is listening? Speech recognition, discourse comprehension and memory

2.4. Factors influencing listening 2.5. Elements that contribute to successful oral comprehension.

2.6. Different types of oral comprehension. 2.6.1. Reciprocal vs non-reciprocal 2.6.2. Conversational vs academic 2.6.3. Inductive vs deductive 2.6.4. According to the purpose

2.7. Methodological principles for listening comprehension 2.7.1. Listening as a receptive-interpretative skill 2.7.2. Basic stages 2.7.3. Integration with speaking 2.7.4. Integration with reading

2.8. Main problems for the foreign learner and remedial strategies 2.8.1. Panic 2.8.2. Difficulty 2.8.3. Background knowledge 2.8.4. Linguistic problems 2.8.5. Problems inherent to listening comprehension itself 2.8.6. Suggested remedies

2.9. Resources and material 2.9.1. How to select the material 2.9.2. Edited material

2.9.2.1. Specific 2.9.2.2. Taken from the textbook

2.9.3. Authentic / simulated-authentic / non-authentic 2.9.4. Your own material 2.9.5. The audiotape-and the videotape-recorder 2.9.6. Useful bibliographical references

2.10. Suggested listening activities. Examples 2.11. Criteria for evaluating listening activities and exercises in textbooks

References SET READINGS Bueno González, A. 1999. "El registro oral: comprensión y expresión" in Salaberri Ramiro, S. (ed.).

Lingüística Aplicada a la enseñanza de lenguas extranjeras. Almería: Servicio de Publicaciones de la Universidad. pp. 334-356.

Harmer, J. 1998. How to Teach English. Harlow: Longman. Chapter 10 ("How to teach listening"). McLaren, N. 1996. "Listening comprehension" in Mclaren, N. & D. Madrid (eds.) A Handbook for TEFL.

Alcoy: Marfil. Chapter 8. COMPLEMENTARY BIBLIOGRAPHY Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press. Chap. 8: 105-118. SPECIFIC BIBLIOGRAPHY Anderson, A. & T. Lynch. 1988. Listening. Oxford: Oxford University Press. Brown, G. 19902 . Listening to Spoken English. London: Longman. Doff, A. 1988. Teach English. Cambridge: Cambridge University Press. Chap. 17: 198-207. Hubbard, P., H. Jones, B., Thornton & P. Wheeler. 1983. A Training Course for TEFL. Oxford: Oxford

University Press.

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Larsen-Freeman, D. & M. Long, 1991. An Introduction to Second Language Acquisition Research.

London: Longman. Chap. 5: 114-152. Lynch, T. 1998. “Theoretical perspectives on listening” Annual Review of Applied Linguistics, 18: 3-19. Matthews, A. 1985a. “Listening skills”. In A. Matthews, M. Spratt & L. Dangerfield (eds.) At the Chalkface.

Bath: Edward Arnold. 60-63. McLaren, N. 1996. “Listening comprehension”. In N. McLaren & D. Madrid (eds.) A Handbook for TEFL.

Alcoy: Marfil. 209-237. Mendelson, D. 1998. “Teaching listening” Annual Review of Applied Linguistics, 18: 81-101. Nunan, D. 1990. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University

Press. 18-21. Porter, D. & J. Roberts. 1981. “Authentic listening activities” ELT Journal, 36: 37-47 Richards, J. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press. Rost, M. 2001. “Listening”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching English to

Speakers of Other Languages. Cambridge: Cambridge University Press. 7-13. Scarcella, R. & R. Oxford. 1992. The Tapestry of Language Learning. Massachusetts: Heinle Publishers.

138-152. Ur, P. 1984. Teaching Listening Comprehension. Cambridge: Cambridge University Press. Vandergrift, L. 1999. “Facilitating second language listening comprehension: Acquiring successful

strategies” ELT Journal, 53/3:168-176. PRACTICE Ellis, G. & J. Brewster. 1991. The Story-telling Handbook. London: Penguin English. Madrid, D. & N. McLaren. 1995. Didactic Procedures for TEFL. Valladolid: La Calesa. Chap. 2: 38-59. Milne, B. 1990. Heinemann Integrated Skills. Intermediate. London: Heinemann. http://www.oscar.com (official site of Oscars) http://www.bbc.co.uk (BBC: News channel site, with video, real audio and tips for teachers) http://www.cnn.com (CNN: News channel site. Same features as previous one) http://lyrics.com (index of lyrics) http://englishlistening.com (The English Listening Lounge Language Resources on the Web)

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http://www.oscar.com/

http://www.bbc.co.uk/

http://www.cnn.com/

http://lyrics.com/

http://englishlistening.com/


3. Speaking

3.1. Introductory questions to reflect 3.2. The role of speaking in (SLA) theories: a historical view 3.3. Psycholinguistic processes: what is speaking? 3.4. A linguistic view 3.5. A socio-pragmatic view: discourse analysis and teaching “real” types of speaking texts

3.6. Learning to make L2 conversations 3.6.1. Pronunciation and communicative language teaching (CLT)

3.6.1.1. What to teach? 3.6.1.2. A typology of activities

3.6.1.3. Examples: practice of pronunciation 3.6.2. The manipulative dimension

3.6.3. Productive dimension 3.6.3.1. Facilitation mechanisms 3.6.3.2. Compensation mechanisms

3.6.4. Interactive dimension 3.6.4.1. Communicative routines 3.6.4.2. Negotiation skills

3.7. The methodology of oral expression 3.7.1 Teaching conversation. Several models

3.7.1.1. Direct approaches: the need for accuracy 3.7.1.2. Indirect approaches: the need for fluency 3.7.1.3. A combined approach

3.7.2. General basic principles 3.7.2.1. The learner's character 3.7.2.2. Motivation 3.7.2.3. The material 3.7.2.4. Classroom English 3.7.2.5. Possible difficulties and suggested remedies 3.7.3. The teacher's role

3.7.3.1. Motivator 3.7.3.2. Informant 3.7.3.3. Conductor 3.7.3.4. Diagnoser 3.7.3.5. Corrector

3.7.4. Different patterns for speaking activities in the classroom 3.7.4.1. Individual 3.7.4.2. Pair work 3.7.4.3. Group work

3.7.5. Dealing with oral errors 3.7.5.1. Against 3.7.5.2. For 3.7.5.3.Types of correction

3.7.6. Discussion and analysis of oral activities 3.7.6.1. Guided: examples

3.7.6.2. Free 3.7.6.3. Oral games

3.7.7. Speaking materials: Examples 3.7.7.1. Songs, rhymes, chants and tongue twisters

3.7.7.2. Story-telling 3.7.7.3. Communication games

3.7.7.4. Drama, role-plays and simulations 3.7.8. More activities

3.8. Criteria for evaluating speaking activities and exercises in textbooks

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References

SET READINGS Bueno González, A. 1999. "El registro oral: comprensión y expresión" in Salaberri Ramiro, S. (ed.).

Lingüística Aplicada a la enseñanza de lenguas extranjeras. Almería: Servicio de Publicaciones de la Universidad. pp. 334-356.

Harmer, J. 1998. How to Teach English. Harlow: Longman. Chapter 9. Tejada Molina, G. & J.M. Nieto García. 1996. "Oral communication" in McLaren, N. & D. Madrid (eds.). A

Handbook for TEFL. Alcoy: Marfil. Chapter 9. COMPLEMENTARY BIBLIOGRAPHY BASIC BIBLIOGRAPHY Madrid, D. & N. McLaren. 1995. Didactic Procedures for TEFL. Valladolid: La Calesa. Chap. 3: 60-90. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press. Module 4. Module

9. SPECIFIC BIBLIOGRAPHY THEORY Burns, A. 1998. “Teaching speaking” Annual Review of Applied Linguistics, 18: 102-123. Bygate, M.1987. Speaking. Oxford: Oxford University Press. Bygate, M. 1998. “Theoretical perspectives on speaking” Annual Review of Applied Linguistics, 18: 20-42. Bygate, M. 2001. “Speaking”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching English to

Speakers of Other Languages. Cambridge: Cambridge University Press. Chap. 2: 14-20. Doff, A. 1988. Teach English. Cambridge: Cambridge University Press. Chap.: 10: 112-123; Chap. 18:

208-220; Chap. 20: 231-240. Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Chap. 3: 36-70. Richards, J. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press. Chap. 4. 67-

86. Scarcella, R. & R. Oxford. 1992. The Tapestry of Language Learning. Massachusetts: Heinle Publishers.

153-168. Seidlhofer, B. 2001. “Pronunciation”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching

English to Speakers of Other Languages. Cambridge: Cambridge University Press. Chap. 8: 56-65.

Swain, M. 1995. “Three functions of output in second language learning”. In G. Cook & B. Seidhofer (eds.) Principles and Practice in the Study of Language. Oxford: Oxford University Press. 125-144.

White, L. 1987. “Against comprehensible input: The input hypothesis and the development of second language competence” Applied Linguistics, 8: 95-110.

PRACTICE Dangerfield, L. 1985a. “Role-play”. In A. Matthews, M. Spratt & L. Dangerfield (eds.) At the Chalkface.

Bath: Edward Arnold. 115-117. Gower, R, 1985. “Structured conversations”. In A. Matthews, M. Spratt & L. Dangerfield (eds.) At the

Chalkface. Bath: Edward Arnold. 30-33. Klippel, F. 1984. Keep talking. Cambridge: Cambridge University Press. Matthews, A. & C. Read. 1985, “Information-gap activities for oral/aural practice”. In A. Matthews, M.

Spratt & L. Dangerfield (eds.) At the Chalkface. Bath: Edward Arnold. 24-27. Spratt, M. 1985. “Discourse chains”. In A. Matthews, M. Spratt & L. Dangerfield (eds.) At the Chalkface.

Bath: Edward Arnold. 28-29.

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4. Reading

4.1. Introductory question

4.2. Theory and research: ways of looking at written texts 4.3. First and second literacy: the L2 process

4.4. Pedagogical approaches to reading 4.5. Teaching the L2 reading process 4.5.1. Reasons for reading

4.5.2. Factors involved in reading 4.5.3. Problems with reading 4.5.4. Reading subskills

Skimming for gist Scanning Identifying key words, phrases and relevance of format Deducing meaning form context Inferring

4.5.5. Planning a reading lesson 4.5.5.1. Pre-reading

Objectives Techniques

4.5.5.2. While reading Skimming Scanning Word recognition Recognition of grammatical features Recognition of discursive features

4.5.5.3. After reading Reading comprehension Oral follow-up Written follow-up

4.5.6. Reading activities for practice and discussion 4.6. Reading materials and techniques. A case in favor or against 4.7. Examples 4.8. Criteria for selecting and evaluating reading material SET READINGS Brown, H.D. 1994. Teaching by Principles. Prentice Hall. Pgs: 283-318. Harmer, J. 1998. "How to teach reading" in Harmer, J. (1998). How to Teach English. Harlow: Longman.

Chapter 7. Harmer, J. 19912. "Reading material" in Harmer, J. (19912). The Practice of English Language Teaching.

London and New York: Longman. SUGGESTED READINGS Bruton, a. 1996. "Reading" in McLAREN, N. & D. MADRID (eds.) A Handbook for TEFL. Alcoy: Marfil.

Chapter 10. Nuttall, C. 1996. Teaching Reading Skills in a Foreign Language. Bath: Heinemann. SPECIFIC BIBLIOGRAPHY THEORY Alderson, C. 1984. “Reading in a foreign language: A reading problem or a language problem?”. In C.

Alderson & A.H. Urquhart (eds.) Reading in a Foreign Language. London: Longman. 1-25. Bamford, J. & R. Day. 1998. “Teaching reading” Annual Review of Applied Linguistics, 18: 124-141. Brody, S. 1994. “Overview”. In S. Brody (ed.) Teaching Reading. Language, Letters and Thought. Milford:

LARC Publishing, 6-36.

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Coady, J. 1997. “L2 vocabulary acquisition through extensive reading”. In J. Coady & T. Huckin (eds.)

Second Language Vocabulary Acquisition. Cambridge: Cambridge University Press. 225-237. Devine, J. 1988. “The relationship between general language competence and second language reading

proficiency: Implications for teaching”. In P. Carrell, J. Devine & D. Eskey (eds.) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press. 260-279.

Hudson, T. 1998. “Theoretical perspectives on reading” Annual Review of Applied Linguistics, 18: 43-60. Mera, R.M. 1999. “Reading in recent ELT coursebooks” ELT Journal, 53/1: 12-21. Raimes, A. 1998. “Teaching writing” Annual Review of Applied Linguistics, 18: 142-167. Reid, J. 2001. “Writing”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching English to

Speakers of Other Languages. Cambridge: Cambridge University Press. 28-33. Richards, J. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press. Chap. 6:

100-117. Scarcella, R. & R. Oxford. 1992. The Tapestry of Language Learning. Massachusetts: Heinle Publishers.

Reading: 93-116. Writing: 117-137. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press. Module 10:138-

158; Wallace, C. 2001. “Reading”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching English to

Speakers of Other Languages. Cambridge: Cambridge University Press. 21-27. PRACTICE Beaumont, M. 1985. “Reading in a foreign language at an elementary level”. In A. Matthews, M. Spratt &

L. Dangerfield (eds.) At the Chalkface. Bath: Edward Arnold. 84-88. Gee, R.W. 1996. “Reading/writing workshops for the ESL classroom” TESOL Journal, 5/3: 4-9. Madrid, D. & N. McLaren. 1995. Didactic Procedures for TEFL. Valladolid: La Calesa. Chaps. 4: 91-118; Phillips, S. 1993. Young Learners. Oxford: Oxford University Press. Rantal, H. 1992. Talking texts: Innovative Recipes for Intensive Reading. London: Longman. http://www.alexlit.com (Fiction recommendations based on current choices) http://classroom.com (Classroom connect) http://corbis.com (Electronic Postcards) http://www.penpals.com (PenPals)

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http://www.alexlit.com/

http://classroom.com/

http://corbis.com/

http://www.penpals.com/


5. Writing 5.1. Introduction: why should we use writing? 5.2. Background & pedagogical approaches to writing 5.3. Writing in English

5.3.1. Difficulty 5.3.2. Similarities & differences in L1/L2 writing

5.3.2. Usefulness: functions and products 5.3.2.1. Practical objectives 5.3.2.2. Creative objectives

5.3.3. What makes for good writing? Novice vs. expert writers 5.4. Teaching writing 5.4.1. Microskills involved in writing 5.4.2. Problems with writing 5.4.2.1. Fine motor skills: getting to know the mechanics of writing

5.4.2.2. Orthography / spelling: rules and exceptions to rules 5.4.2.3. Lack of linguistic knowledge 5.4.2.4. Lack of use of writing strategies

5.4.2.5. Lack of feedback on errors 5.4.3. Principles for designing writing techniques

5.4.4. Different stages for learning how to write 5.4.4.1. Pre-writing 5.4.4.2. Drafting 5.4.4.3. Revising 5.4.4.4. Editing

5.4.5. Techniques for each stage 5.4.6 Writing genres: form and content

5.4.5.1. Narration 5.4.5.2. Description 5.4.5.3. Exposition 5.4.5.4. Argumentation

5.4.7. Responding to written work: dealing with written errors 5.5. Discussion of writing activities

5.5.1. Controlled 5.5.2. Guided 5.5.3. Free

5.6. Examples 5.7. Criteria for selecting and evaluating writing material

SET READINGS Brown, H.D. 1994. Teaching by Principles. Prentice Hall. Pgs: 319-345. Bueno, A. 1996. “Writing”. In N. McLaren & D. Madrid (eds.) A Handbook for TEFL. Alcoy: Marfil: 285-312. Doff, A. 1988. “Writing activities” in Doff, A. Teach English. A Training Course for Teachers. Cambridge:

Cambridge University Press: 62-65. Harmer, J. 1998. "How to teach writing" in Harmer, J. How to Teach English. Harlow: Longman.

Chapter 8. SUGGESTED READINGS Harmer, J. 19912. “Practice” in Harmer, J. (19912). The Practice of English Language Teaching. London

and New York: Longman: 109-121. Manchón Ruiz, R.M. 1999. “La investigación sobre la escritura como proceso. Algunas implicaciones para

la enseñanza de la composición en una lengua extranjera” in Salaberri, S. (ed.) Lingüística

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aplicada a la enseñanza de lenguas extranjeras. Almería: Servicio de Publicaciones de la Universidad. Pgs: 349-478.

Palmer, D. 1985. "Writing skills" in Matthews, A. et al. (eds.) At The Chalkface. London: Edward Arnold: 69-72.

SPECIFIC BIBLIOGRAPHY THEORY Cumming, A. 1998. “Theoretical perspectives on writing” Annual Review of Applied Linguistics, 18: 61-78. Harris, T. 2001. “L2 writing: The search for approach”. In M.E. García Sánchez (ed.) Present and Future

Trends in TEFL. Almería: Universidad de Almería: 235-262. Raimes, A. 1998. “Teaching writing” Annual Review of Applied Linguistics, 18: 142-167. Reid, J. 2001. “Writing”. In R. Carter & D. Nunan (eds.) The Cambridge Guide to Teaching English to

Speakers of Other Languages. Cambridge: Cambridge University Press. 28-33. Richards, J. 1990. The Language Teaching Matrix. Cambridge: Cambridge University Press. Chap. 6:

100-117. Scarcella, R. & R. Oxford. 1992. The Tapestry of Language Learning. Massachusetts: Heinle Publishers.

Writing: 117-137. Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press. Module 11: 159-

173. PRACTICE Gee, R.W. 1996. “Reading/writing workshops for the ESL classroom” TESOL Journal, 5/3: 4-9. Madrid, D. & N. McLaren. 1995. Didactic Procedures for TEFL. Valladolid: La Calesa. Chap. 5: 119-147. http://crayon.net (Create your own newspaper) http://classroom.com (Classroom connect) http://corbis.com (Electronic Postcards) http://www.penpals.com (PenPals)

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http://crayon.net/

http://classroom.com/

http://corbis.com/

http://www.penpals.com/


6. INTEGRATED SKILLS 6.1. Definition 6.2. Justification 6.3. "Input" before "output" 6.4. Practical suggestions BIBLIOGRAPHY BYRNE, D. (1988a). Focus on the Classroom. Oxford: Modern English Publications. Artículo nº 22 "Desert

Island Revisited", pp. 96-100. DANGERFIELD, L. (1985a). "Island: an integrated skills activity" en MATTHEWS, A. et al. (eds.) (1985),

pp. 126-131. DANGERFIELD, L. (1985b). "Graphs and charts for integrated skills practice" en MATTHEWS, A. et al.

(eds.) (1985), pp. 131-140. READ, C. (1985). "Integrating the skills" en MATTHEWS, A. et al. (eds.) (1985), pp. 72-74.

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