Goals In TeachingEnglish Language

These are the 4 communicative competence areas as goals of language teaching.

1. Linguistic Competence2. Sociolinguistic Competence3. Discourse Competence4. Strategic Competence

Linguistic Competence-is knowing how to use grammar,

syntax, and vocabulary of a language.

Linguistics asks : What words do I use? How do I put them into phrases and sentences

Sociolinguistic Competence-is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating.

Sociolinguistic Competence asks: Which word and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness,respect) when I need to? How do I know what attitude another person is expressing?

Discourse Competenceis knowing how to interpret the larger context and how to construct longer streches of language so that the parts make up a coherent whole.

Discourse Competence asks:How are words, phrases, and sentences put together to create conversations, speeches, email messages, news paper articles?

Strategic CompetenceKnowing how to recognize and communications breakdown. How to work around gaps in one’s knowledge of the language, and how to learn more about the language in the context.

Strategic Competence asks: How do I know when I’ve misunderstood or when someone misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?

In addition, teachers especially of the early phases, should be more cautious on how to teach their respective pupils. It is their responsibility to teach their pupils how to make themselves understood and proficient to the fullest.

Doing such involves practice, learning and teaching of the 4 macro skills namely: Listening, Speaking, Reading, writing

Vivian Cook

Cook Goals of language teaching as primarily for competence

• Self Development• A Method of training new cognitive processes• A way-in to the mother tongue• A entrée to another culture• A form of religious observance• A means of communicating with those who

speak another language • The promotion of intercultural understanding

and peace

• Self Development

The student becomes in some way ‘better’ person through learning another language. This goal is unrelated to the fact that some people actually use the second language, as in the group related dynamics of community language learning

• A method of training new cognitive process

By learning another language, students acquire methods of learning or new perspectives on themselves and their society

• A way-in to the mother tongue

The students awareness of their 1st language is enhanced by learning 2nd language

• An entrée to another culture

Students can come to understand other groups in the world and appreciate the music andart of other culture

• A Form of religious observance

For many people a 2nd language is part of their religion, whether Hebrew for the Jewish religion, Arabic for Muslims, or indeed English for Christians in some parts of the world

• A means of communicating with those who speak another language

we all need to cope with people from other parts of the world whether for business pleasure

• The promotion of intercultural understanding and peace

For some, the highest goals of language teaching are to foster negotiation rather than war or changes in the society

Goals in teaching reading identified as:• Developing students’ awareness of

the reading process and reading strategies by askingthem to think and talk about how they read in their native language

Goals in teaching reading identified as:• Allowing students to practice the full

repertoire of reading strategies by using authentic reading tasks – teachers encourage students to read to learn(and have an authentic purpose for teaching) by giving students some choice of reading material

Goals in teaching reading identified as:• Working with reading tasks in class-

teachers show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies

Goals in teaching reading identified as:• Practice reading strategies in class

and outside of class in the student’s reading assignment – teachers encourage students to be conscious of what they are doing while they complete reading assignments

Goals in teaching reading identified as:• Encouraging students to evaluate

their comprehension and self-report their use of strategies- teachers build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies

Goals in teaching reading identified as:• Encouraging the development of

reading skills and use the strategies through the target convey instructions and course-related information in written form: office hours, homework assignments, test content

Goals in teaching reading identified as:• Encouraging the development of

reading skills and use the strategies through the target convey instructions and course-related information in written form: office hours, homework assignments, test content

Stephen Krashen

Language Acquisition

The Acquisition- Learning Distinction. There are two distinct and independent ways of developing 2nd language competence. 1st, language acquisition which speaks of a subconscious process. Language acquirers are not usually aware of the fact that they are acquiring language, but they are only aware of the fact that they are using the language for communication.

Language AcquisitionIn other words, this is implicit learning of a language. 2nd, language learning which is referred as conscious knowledge of a second language, knowing the rules, being aware of them and being able talk to them. This is usually called “explicit learning”.

Language AcquisitionThe natural order hypothesis – the acquisition of grammatical structures proceeds in a predictable order. Acquirers of a given language tend to acquire certain grammatical structures early and others, later.

Language AcquisitionThe monitor hypothesis posits the language acquisition and language learning are used in very specific ways– acquisition initiates our utterances in a second language and is responsible for our fluency. Learning has only one function, that is a monitor or editor to make changes in the form of our utterance, after it has been “produced” by the acquired system.

Language competence(The monitor)

. OutputAcquired Competence

Language acquisitionThe input hypothesis. This conjectures that human acquire language by understanding messages or by receiving “comprehensible input” only. This suggests that learners acquire language by “in taking” ang understanding language that is a “little beyond” their current level of competence (Krashen, 1981).

Language acquisitionThe affective filter hypothesis. This states how affective factors relate to the second language acquisition process. Affective factors include motivation, self confidence and anxiety. This also captures the relationship between affective variables and the process of second language acquisition by posting vary with respect to the strength or level of their affective filter. Furthermore, this hypothesis explains that the “input is the

Language acquisitionPrimary causative variables in second language acquisition and affective variables act to encumber the delivery on input to the language acquisition device. Lastly, this hypothesis emplies that the pedagogical goals should not only include supplying comprehension input also creating a situation that encourages low filter

Input

Filter

Language acquisition

device

Acquired Competence

Study skills and comprehension1.PQRST Method. This method helps students focus on studying and prioritizing the information that relates directly to how they will use information. The method can also be modified to suit any particular form of learning.

PREVIEW :Looking at the topic by glancing over the major headings or the points in a reading material

Study skills and comprehension1. PQRST Method. This method helps

students focus on studying and prioritizing the information that relates directly to how they will use information. The method can also be modified to suit any particular form of learning.

PREVIEW :Looking at the topic by glancing over the major headings or the points in a reading material

Study skills and comprehension2. Spider diagram: this links concepts together. This determines the theme relative to the other concepts present in the selection

Spider Diagram

IMMIGRATION

Passport Plane Ticket

Department of foreign affairs

From one country to

another

3. SQ4R MethodSURVEY: the reader’s aim is not to go into detail but to develop a general idea of structure. This will prepare the reader for what he/she is going to read and grasp a general understanding of the reading material.

QUESTION: It is thinking about the material and asking oneself questions which serve to keep the reader more involved with the material.

SQ4R Method

READ: It is reading carefully and trying to answer question

WRITE: This is writing down the answer to the questions formerly raised. It is restructuring the information so that it makes most sense

SQ4R MethodRECITE: This is reciting what has been read. It is recalling main headings and ideas. It is putting ideas in one’s own words as this will improve one’s ability to retain the material. REVIEW: Reviewing is the key to figuring out what one knows and what one needs to concentrate on. The best time to review is right after reading while the material is still fresh in one’s mind and again before the test it is summarizing major points in the chapter and answering questions posed to oneself.

4. PQ4R MethodPREVIEW: It is surveying the chapter to determine the general topics being discussed, identifying the sections to be read as units and applying the next 4 step to each section

QUESTIONS: This is making questions about the section. Often, it is simply transforming section headings to adequate questions

READ: It is reading the selection carefully trying to answer the questions one has made

PQ4R MethodREFLECT: It is reflecting on the text as one is reading, trying to understand it, to think of examples, and to relate the material to prior knowledge

RECITE: After finishing a section, it is trying to recall the information contained in it and trying to answer the questions one has made for the section. If one cannot recall enough he/she has to read the portions that he/she had trouble remembering

PQ4R MethodREVIEW: After one has finished the chapter he/she goes through it mentally recalling its main points. It is trying again to answer the questions one made