Day 9 teaching integrated skills

TEFLTEFL
THE FOUR STRAND OF TEACHING A LANGUAGE
Elih Sutisna Yanto
ENGLISH EDUCATION PROGRAMME
UNIVERSITAS SINGAPERBANGSA
KARAWANG, West-Java, Indonesia
elihsutisnayanto@gmail.com
THE FOUR STRAND OF TEACHING A LANGUAGE
Elih Sutisna Yanto
ENGLISH EDUCATION PROGRAMME
UNIVERSITAS SINGAPERBANGSA
KARAWANG, West-Java, Indonesia
elihsutisnayanto@gmail.com

The topics to be discussed:
1. What is whole language education?
2. Two interconnected concepts in whole
language
3. Integrating four skills
4. Most of interactive techniques involving the
integration of skills
5. The four strand of teaching a language
6. Principles and the Four strand
7. Learning goals in Language Teaching

THINK…
What is WHOLE LANGUAGE
EDUCATION?

1. What is WHOLE LANGUAGE
EDUCATION?
TEFL-TEACHING INTEGRATED SKILLS -ELIH SUTISNA YANTO-UNSIKA-WEST JAVA-
INDONESIA

Cont...
INDONESIA

2. Two Interconnected concepts in
Whole Language
INDONESIA

Two Interconnected concepts in
Whole Language
INDONESIA

Cont...
 Because we use language to construct
meaning and to construct reality,
teaching a language enables learners to
understand a system of social practices
that both constrain and liberate.
 Part of our job as teachers is to empower
our learners to liberate themselves from
what whatever social, political, or
economic forces constrain them.
INDONESIA

THINK…
Why integrated skills?
TEFL-TEACHING INTEGRATED SKILLS -ELIH SUTISNA YANTO-UNSIKA-WEST JAVA-INDONESIA

3. Integrating Four Skills
INDONESIA

4. Most of interactive techniques
involving the integration of skills
INDONESIA

THINK…
The Four strands of teaching
a language

5. The Four strands of teaching a
language
INDONESIA

The Four Strands
INDONESIA

Meaning-focused Input: Learning
through Listening and reading

This strand only exists if certain
conditions are present:
INDONESIA

Cont...
INDONESIA
 If these conditions are not present, then the meaning-
focused input strand does not exist in that course.
 If these conditions are not present, then the meaning-
focused input strand does not exist in that course.
 Learning from meaning-focused input is fragile
(unstable) because there are usually small gains from
each meeting with a word, and because learning is
dependent on the quality of reading and listening
skills, and is affected by background knowledge.
 Learning from meaning-focused input is fragile
(unstable) because there are usually small gains from
each meeting with a word, and because learning is
dependent on the quality of reading and listening
skills, and is affected by background knowledge.
 Because of this, large quantities of input are needed
for this strand to work well. An extensive reading
programme is one way of providing this quantity.
 Because of this, large quantities of input are needed
for this strand to work well. An extensive reading
programme is one way of providing this quantity.

Cont...
INDONESIA
 Nation and Wang (1999) calculated that second
language learners needed to read at least one
graded reader every two weeks in order to get
enough repetitions to establish substantial
vocabulary growth through incidental learning
 Nation and Wang (1999) calculated that second
language learners needed to read at least one
graded reader every two weeks in order to get
enough repetitions to establish substantial
vocabulary growth through incidental learning
 The gains from meaning-focused input, however,
become substantial gains if there are large
quantities of input.
 The gains from meaning-focused input, however,
become substantial gains if there are large
quantities of input.

Meaning-focused Output: Learning
through Speaking and Writing
INDONESIA

Cont...
INDONESIA
 Many spoken activities will include a mixture of
meaning-focused input and meaning-focused output.
 One person’s output can be another person’s input.
 Many spoken activities will include a mixture of
meaning-focused input and meaning-focused output.
 One person’s output can be another person’s input.
 Swain’s (1995) output hypothesis has been influential
in clarifying the role of speaking and writing in second
language learning.
 Swain’s (1995) output hypothesis has been influential
in clarifying the role of speaking and writing in second
language learning.
 The output hypothesis was initially formulated as a
reaction to Krashen’s (1985) input hypothesis and the
inadequacy of the input hypothesis in explaining the
effects of immersion education.
 The output hypothesis was initially formulated as a
reaction to Krashen’s (1985) input hypothesis and the
inadequacy of the input hypothesis in explaining the
effects of immersion education.

Cont...
INDONESIA
The output hypothesis claims that
the act of producing language
(speaking and writing) constitutes,
under certain circumstances, part
of the process of second language
learning. (Swain,2005: 471).
The output hypothesis claims that
the act of producing language
(speaking and writing) constitutes,
under certain circumstances, part
of the process of second language
learning. (Swain,2005: 471).

Cont...
INDONESIA
Swain (1995) suggests three
functions for output:
(1)The noticing/triggering function.
(2)The hypothesis testing function,
and
(3)The metalinguistic (reflective)
function.
Swain (1995) suggests three
functions for output:
(1)The noticing/triggering function.
(2)The hypothesis testing function,
and
(3)The metalinguistic (reflective)
function.

Cont...
INDONESIA
The noticing/triggering function occurs
when learners are attempting to
produce the second language and
they consciously notice gaps in their
knowledge.
The noticing/triggering function occurs
when learners are attempting to
produce the second language and
they consciously notice gaps in their
knowledge.
That is, they do not know how to say
what they want to say.
That is, they do not know how to say
what they want to say.

Cont...
INDONESIA
Izumi’s (2002) research indicates that
the effect on acquisition of noticing a
gap through output was significantly
greater than the effect of noticing
through input.
Izumi’s (2002) research indicates that
the effect on acquisition of noticing a
gap through output was significantly
greater than the effect of noticing
through input.
This effect can be explained in two
ways.
This effect can be explained in two
ways.

Cont...
INDONESIA
First, productive learning involves
having to search for and produce a
word form, whereas receptive learning
involves having to find a meaning for a
word form.
First, productive learning involves
having to search for and produce a
word form, whereas receptive learning
involves having to find a meaning for a
word form.
 Productive learning typically results in
more and stronger knowledge than
receptive learning (Griffin and
Harley,1996).
 Productive learning typically results in
more and stronger knowledge than
receptive learning (Griffin and
Harley,1996).

Cont...
INDONESIA
Second, generative use involves
meeting or using previously met
language items in ways that they have
not been used or met before and
produces deeper learning than the
simple retrieval of previously met
items (Joe,1998).
Second, generative use involves
meeting or using previously met
language items in ways that they have
not been used or met before and
produces deeper learning than the
simple retrieval of previously met
items (Joe,1998).

Cont...
INDONESIA
Swain’s second function of output is the
hypothesis-testing function.
Swain’s second function of output is the
hypothesis-testing function.
 This involves the learner trying out something and then confirming
or modifying it on the basis of perceived success and feedback.
 This involves the learner trying out something and then confirming
or modifying it on the basis of perceived success and feedback.
 This particularly hypothesis-testing function is particularly
important in interaction when learners negotiate with each
other or a teacher to clarify meaning.
 This particularly hypothesis-testing function is particularly
important in interaction when learners negotiate with each
other or a teacher to clarify meaning.
 The feedback provided in negotiation can improve not only
the comprehension of input, but can also be a way for
learners to improve their output (Mackey,2007).
 The feedback provided in negotiation can improve not only
the comprehension of input, but can also be a way for
learners to improve their output (Mackey,2007).

Cont...
INDONESIA
The third function of output is the
metalinguistic (reflective) function.
The third function of output is the
metalinguistic (reflective) function.
 This involves largely spoken output being used to solve
language problems in collaboration with others.
 This involves largely spoken output being used to solve
language problems in collaboration with others.
 Common classroom applications of this idea include the use
of activities like the strip story (Gibson,1975) and dictogloss
(Wajnryb,1988,1989) where learners work together to
construct or reconstruct a text.
 Common classroom applications of this idea include the use
of activities like the strip story (Gibson,1975) and dictogloss
(Wajnryb,1988,1989) where learners work together to
construct or reconstruct a text.

Dictogloss and Related
activities
Dictation and its related activities work mainly at the phrase and clause
level.
TEFL-LISTENING-ELIH SUTISNA YANTO-UNSIKA-WEST JAVA-
INDONESIA
Step Students Teacher
1. Preparation Vocabulary study activities to prepare for the text.
Discuss the topic (predict vocabulary and content etc)
Move into groups
2. Listening for meaning Listen to the whole text Reads the text at normal speed
3. Listening and note-taking Take notes listing key words. Reads again at normal speed
4. Text reconstruction in groups Work in groups to reconstruct an
approximation of the text from
notes (one learner acts as the
writer.
Helps groups
Offers guidance
5. Text comparison between
group
Compare group versions of the
text
Pay attention to points of usage
that emerge from the discussion.
Facilitates class comparison
of versions from different
groups (on OHT of board)
Facilitate discussion and
correction of errors.

Language-focused Learning
INDONESIA

Substitution tables
1 2 3 4 5
I ‘ll see you tomorrow
meet on Friday
call next week
at six o’clock
TEFL-LISTENING-ELIH SUTISNA YANTO-UNSIKA-WEST JAVA-
INDONESIA
Teacher : I’ll see you tomorrow. On Friday.
Learner 1: I’ll see you on Friday.
Teacher : next week
Learner 2: I’ll see you next week
Teacher : at six o’clock
Learner 3: I’ll see you at six o’clock
Teacher : I’ll see you tomorrow. On Friday.
Learner 1: I’ll see you on Friday.
Teacher : next week
Learner 2: I’ll see you next week
Teacher : at six o’clock
Learner 3: I’ll see you at six o’clock

Cont...
INDONESIA
Language-focused learning can have any of
these effect:
It can add directly to implicit knowledge
It can raise consciousness to help later
learning
 It can focus on systematic aspects of the
language
 It can be used to develop strategies.
Language-focused learning can have any of
these effect:
It can add directly to implicit knowledge
It can raise consciousness to help later
learning
 It can focus on systematic aspects of the
language
 It can be used to develop strategies.

Becoming Fluent in Listening, Speaking,
Reading and Writing
INDONESIA

Cont...
INDONESIA
 The three strands of meaning-focused input,
meaning-focused output, and fluency
development are meaning-focused strands
 They all involves activities where the
learners’ focus is on communicating and
receiving messages.
 The three strands of meaning-focused input,
meaning-focused output, and fluency
development are meaning-focused strands
 They all involves activities where the
learners’ focus is on communicating and
receiving messages.

6. Principles and the Four Strands
(Nation 2009:12-13)
INDONESIA

7. Learning Goals In Language
Learning
INDONESIA
 Language items such as sounds, vocabulary
and grammatical construction
 Language items such as sounds, vocabulary
and grammatical construction
 The content or ideas of the subject being
studied such as geography, English literature,
mathematics, or cross culture understanding.
 The content or ideas of the subject being
studied such as geography, English literature,
mathematics, or cross culture understanding.

Cont...
INDONESIA
 Language skills such as listening, writing,
fluency in using known items, and strategies
for coping with language difficulties
 Language skills such as listening, writing,
fluency in using known items, and strategies
for coping with language difficulties
 The organization of discourse such as
rhetorical features and communication
strategies..
 The organization of discourse such as
rhetorical features and communication
strategies..

Reference
Brown, H.D.2007. Teaching by Principles An Interactive Approach to Language Pedagogy. New York: Pearson.
Flowerdew, John& Lindsay Miller.2005.Second Language Listening: Theory and Practice. Cambridge: Cambridge
University Press.
Griffin, G.F. and Harley, T.A.1996. List Learning of second language vocabulary. Applied Psycholinguistics
17: 443-460
Hu, M. and Nation, I.S.P.2000. Unknown vocabulary density and reading comprehension. Reading in a Foreign Language
13, 1:403-430.
Izumi,S.2002. Output, input enhancement, and the noticing hypothesis: an experimental study of ESL
relativization.SSLA 24,541-557
Joe,A. 1998. What effects to text-based task promoting generation have on incidental vocabulary acquisition? Applied
Linguistics 19,357-377
Mackey.2007. Interaction as practice. In R.DeKeyser (ed.), Practice in a Second Language (pp.85-110). Cambridge:
Cambridge University Press.
Nation, I.S.P & Jonathan Newton.2008. Teaching ESL/EFL Listening and Speaking. New York: Routledge
Nation, I.S.P. and Wang, K.1999. Graded readers and vocabulary. Reading in a Foreign Language 12,2:335-380
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill
Richards, C Jack. 2006. Teaching Listening and Speaking From Theory to Practice. New York: Cambridge University
Press.
Swain,M.2005. The output hypothesis: theory and research. In E. Hinkel (ed.) Handbook of Research in Second
Language Teaching and learning (pp. 471 – 483). Mahwah, N.J: Lawrence Erlbaum Associate.

Day 9 teaching integrated skills

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