The term “skill” in language teaching isused as a specific way of using language thatcombines structural and functional ability butexists independently of specific settings orsituations. In the other hand, skill is the abilitythat people must be able to competentenough in language, rather independently ofthe situation or context in which the languageuse can occur.
Reading skills • skimming and scanningWriting skills • writing specific topic sentences or writing memos, reportsSpeaking skills • giving instructions • personal information • asking for emergency help over the telephoneListening skills • getting specific information • listening to foreign radio for news • talking orders in a restaurant
The ability to use language inspecific ways is partially dependenton general language ability, butpartly based on experience and theneed for specific skills. Efficiency andrelevance of instruction are majorstrengths of skill-based syllabus.
In skill-based syllabus, the content of the language teaching involves a collection SKILL-BASED SYLLABUSof particular skills that may play a role in using languageThe primary purpose of skill-based instruction is to teach the specific language skill In skill-based syllabus, thethat may be useful or necessary in using language. Skills are things that peoplemust be able to do to be competent in a language. Unlike situational syllabi where content of the languagefunctions are grouped together into specific language use settings, skill-basedsyllabi group linguistic competencies (pronunciation, vocabulary, grammar anddiscourse) together into generalized types of behavior, such as listening to spoken teaching involves a collectionlanguage for the main idea, writing well-formed paragraphs, specific purposewriting, and so forth. of particular skills that may play a role in using language.
In skill-based syllabus, the content of the language teaching involves a collectionPURPOSE OF SKILL-BASED SYLLABUS of particular skills that may play a role in using language The primary purpose of skill-based instruction is to teach the specific language skill that may be useful or necessary in using language. Skills are things that people must be able to do to be competent in a language. Unlike situational syllabi where The primary purpose of skill- functions are grouped together into specific language use settings, skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar and based instruction is to teach the discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, specific purpose specific language skill that may be writing, and so forth. useful or necessary in using language.
EXAMPLES OF SKILL-BASED SYLLABUSThere are some examples of the way to apply skill-based syllabus such as:Guessing vocabulary from context scanning or non prose materialReading for the main idea Using affixes as clues to meaningInference More scanning of non prose materialSummarizing readings More work on affixesDictionary work Restatement of informational contentMore inference work More affix workMore statement More inferenceAnalysis of paragraph structure Critical reading skillUsing context clues Using expectations
Competences That Must Be Had By The Students Students will be able to identify common food items from each food group Students will be able to read name and price label Students will be able to identify coins by name and amount Students will be able to give correct change Students will be able to identify family members by name and relationship Students will be able to write name, address, telephone number, and age in appropriate place form.
1. Skill-based content is most useful when learners need tomaster specific types of language uses.2. It is possible to predict at least what material that students really need.2. It is possible to predict at least what material that studentsreally need.3. Relevance on student-felt needs or wants .
Under the right circumstance, the skill based syllabi hasfew drawbacks. Up till now, there is a theoretical question aboutthis kind of syllabus. That is about the whether the degree to whichability to perform specific in language is dependent overalllanguage proficiency or not. Besides that, there are different opinions about thissyllabus related to the relationship between skill instruction adgeneral language proficiency. One side believes that skill basedsyllabus will be helpful because someone learns languagespecifically. But other side said that this syllabus will limit someone’s general language proficiency.
Social and philosophical question also rise about the socialvalues that are contained in many skill instructional basedprogram. Skill based instruction that is too limited in scope canprogram students for particular kinds of behavior (e.g. obediencein a work setting) or isolated them from achievements andambition that the competencies do not prepare them for (e.g.education rather than entry-level employment).
APPLICATIONS• Skill-based instruction is most appropriate when learners need specific skills, and especially when these skills are well-defined and the learners have little need for global language ability.• Skill-based instruction is probably more appropriate for adults that for children, for whom emphasis on concrete content is more appropriate.• Skill-based instruction is not appropriate, in large amount, at least, for general purpose or beginning level language programs in which the need of the learners are broad or yet to be defined. In such case, focusing on narrow skill-based applications will take instructional time away from content that is more likely to address their need for overall language proficiency.