1) The document discusses general principles in teaching language skills, including increasing comprehensibility, interaction, and thinking skills. It provides strategies like using visual aids and a student's native language to increase comprehensibility. 2) Learner attitudes and motivation are also covered, noting the importance of positive attitudes towards the language and intrinsic versus extrinsic motivation. Intrinsic motivation comes from within while extrinsic motivation involves external rewards. 3) The document outlines different types of learner abilities that may impact language learning like physical, emotional, social, and intellectual abilities. Memory, reasoning skills, and comprehension abilities are discussed as examples of intellectual abilities.

1. TOPIC 7 :
GENERAL PRINCIPLES IN TEACHING
LANGUAGE SKILLS
Prepared by :
Nabilla binti Yusof
Nur Amirah binti Hamzah
Nur Izzah Athira binti Rosli

2. Purpose Of Teaching
Languange Skills

3. 1. Increase Comprehensibility
• Krashen’s theory of comprehensible input
– involves the ways in which teachers can make content
more understandable to their students
– providing many nonverbal clues such as pictures, objects,
demonstrations, gestures, and intonation cues
– building from language that is already understood, using
graphic organizers, hands-on learning opportunities, and
cooperative or peer tutoring techniques
• Native Language
– the advantage of incorporating a student’s native language
into their instruction
– using a student’s native language as a support can be seen
as both a general method or as any of a number of specific
strategies.
– Many of the strategies including implicitly or explicitly, the
use of a student’s native language to increase his or her
understanding.

4. 2. Increase Interaction
• Drawing from Swain’s emphasis on
comprehensible output
• a number of strategies have been developed that
increase students’ opportunities to use their
language skills in direct communication and for
the purpose of "negotiating meaning" in real-life
situations.
• cooperative learning, study buddies, project-
based learning, and one-to-one teacher/student
interactions.

5. 3. Increase Thinking Skills
• Drawing from Cummins’s theories of academic
language and cognitively demanding communication
ways to develop more advanced, higher order thinking
skills as a student’s competency increases.
• These include asking students higher order thinking
questions (e.g.,what would happen if…?), modeling
"thinking language" by thinking aloud, explicitly
teaching and reinforcing study skills and test-taking
skills, and holding high expectations for all students.

6. Strategies In Teaching
Language Skills

7. Principles Strategies Activities
Multiple Intelligent Musical, kinesthetic, verbal Role play, singing, drawing,
linguistic,visual hands on activities
Cooperative and Group task (discussion) Project work, group
collaborative learning problem solving, puzzle,
games
Computer based learning Observation Listening, surfing internet,
power point presentation
Out door learning Demonstration, discussion Simulation, treasure hunt,
direction
Mastery learning Questioning, discussion Debate, public speaking

8. Learners’ Attitudes And
Motivation

9. Attitudes
• Gardner and Lambert’s (1972) defined motivation as
a construct made up of certain attitudes.
• Positive attitudes toward self, the native language
group, and the target language group enhanced
proficiency.
• Negative attitudes may lead to decreased motivation
and, in all likelihood, because of decreased input and
interaction, to unsuccessful attainment in
proficiency.

10. Successful language learner’s attitude
• Positive towards English and speakers of English
• Motivated to learn English for a few reasons :
– to interact with other speakers of English
– to further their education
– to get a better paid job
– to read books, magazines in English
• Make efforts to get into situations where English
is used and they use English as often as they can.

11. • Consciously try out new strategies learning
and remembering new words, phrases and
sentences and their meaning.
• Prepared to take risks.
– Dare to make mistakes and learn from mistakes
that they make.
– They achieve success and develop competence,
thus, motivates them to learn more.

12. Cognitive
• Driven by basic human needs
(exploration, manipulation, et
c.)
• Degree of effort expended
• Internal, individual forces in
control
Behavioristic Constructivist
• Anticipation of reward • Social context
• Desire to receive positive • Community
reinforcement • Social status
• External, individual forces in • Security of group
control • Internal, interactive forces in
control
Motivation

13. Learner’s Motivation
• Motivation is a very important factor in
successful language acquisition.
• In a group of students of similar intelligence’s
level, students who are highly motivated will
achieve greater success compared to less
motivated students.
• 2 types of motivation
– Extrinsic
– Intrinsic

14. Extrinsic motivation
• Caused by external factors
– Integrative motivation
• To be accepted into the culture of the speakers of
English
– Instrumental motivation
• The prospect of gaining entry into a college or
university or getting a better paid job.
– To be acknowledged
• A desire for praise and recognition from fellow students
and teachers.

15. Intrinsic motivation
“Intrinsically motivated activities are ones for which
there is no apparent reward except the activity itself.
People seems to engage in the activities for their own
sake and not because they lead to an extrinsic
reward….Intrinsically motivated behaviors are aimed at
bringing about certain internally rewarding
consequences, namely; feelings of competence and self
determination.”
-Edward Deci, 1975

16. • Desire to learn English for its own sake
– eg. Student who comes from a family that has a
very positive attitude towards English will also
have a love for the language and will want to
master it to the best of his ability.

17. Types Of Language Learning
Motivation
Intrinsic Extrinsic
Integrative L2 learner wishes to Someone else wishes the
integrate with the L2 L2 learner to know the L2
culture (e.g., for for integrative reasons
immigration or marriage)
Instrumental L2 learner wishes to External power wants L2
(learner anticipates a achieve goals utilizing L2 learner to learn L2 (e.g.,
reward) (e.g., for a career) corporation sends
Japanese businessman to
U.S. for language training)

18. Learners’ level of
abilities

19. Learner’s level of ability
• Ability refers to an individuals capacity to
perform the various tasks in a job. It is a
current assessment of what one can do.

20. Learner’s level of ability
Physical
Spiritual Emotional
ABILITIES
Social Intellectual

21. Dimension Description
Memory Ability to retain and recall
Spatial visualization Ability to imagine how an
object would look if its position
in space were changed
Deductive reasoning Ability to use logic
Inductive reasoning Ability to identify logical
sequence in a problem
Perceptual speed Ability to identify visual
similarities & differences
quickly.
Verbal comprehension Ability to understand what is
read or heard
Number Aptitude Ability to do accurate
arithmetic

22. Physical Abilities
• It is the capacity to do tasks demanding
stamina, dexterity, strength, and similar
characteristics.

23. Emotional abilities
• Emotions are important in the classroom in two
major ways.
– influence ability to process information and to
accurately understand what we encounter. For these
reasons, it is important for teachers to create a
positive, emotionally safe classroom environment to
provide for the optimal learning of students.
– learning how to manage feelings and relationships
constitutes a kind of “emotional intelligence” that
enables people to be successful.

24. Social abilities
• Ability to socialize with others.
– To fit in

25. That’s all.
Thank you.