the teaching of skill

THE TEACHING OF THE TEACHING OF LANGUAGE SKILLS LANGUAGE SKILLS Đặng Hiệp Giang Đặng Hiệp Giang Secondary Education Dept. Secondary Education Dept. MOET MOET Jan, 2010 Jan, 2010 Learning Styles and Learning Styles and Strategies Strategies  Learning styles Learning styles are innate (something you are are innate (something you are born with) preferences, or styles for ways of born with) preferences, or styles for ways of learning concepts, language, or anything else. learning concepts, language, or anything else.  Learning strategies Learning strategies are techniques which a are techniques which a student consciously uses when learning. A student consciously uses when learning. A strategy is the way a student learns vocabulary, strategy is the way a student learns vocabulary, reads a story, or studies for a test. reads a story, or studies for a test.  For example, some students memorize vocabulary For example, some students memorize vocabulary on a list; others prefer to learn new words in on a list; others prefer to learn new words in context. context. Left-brain dominance. Left-brain dominance. Learners are more analytic Learners are more analytic and systematic, with a and systematic, with a mathematical processing of mathematical processing of information; they rely on information; they rely on language in thinking and language in thinking and remembering. remembering. Right-brain dominance. Right-brain dominance. Learners are more intuitive Learners are more intuitive and more efficient in and more efficient in processing information as a processing information as a whole; they prefer visual and whole; they prefer visual and auditory images to learn and auditory images to learn and remember things. remember things. Tolerance of Tolerance of ambiguity ambiguity . . Learners tolerate and accept Learners tolerate and accept ambiguous, or incomplete and ambiguous, or incomplete and contradictory, information. contradictory, information. Intolerance of ambiguity. Intolerance of ambiguity. Learners have difficulties Learners have difficulties resolving ambiguities. resolving ambiguities. Group. Group. Learners learn best Learners learn best through interaction and through interaction and working with others. working with others. Individual. Individual. Learners learn Learners learn best working alone. best working alone. Reflective. Reflective. Learners take a Learners take a relatively long time to think relatively long time to think and consider choices before and consider choices before making a decision or solving a making a decision or solving a problem; they need to be problem; they need to be certain of the right answer certain of the right answer before trying it out. before trying it out. Impulsive. Impulsive. Learners respond Learners respond immediately and make quick immediately and make quick decisions; they often enjoy decisions; they often enjoy guessing and are willing to be guessing and are willing to be wrong sometimes. wrong sometimes. Visual. Visual. Learners learn best through seeing. They study photos Learners learn best through seeing. They study photos and pictures, and may be good at using charts and graphs. and pictures, and may be good at using charts and graphs. Auditory. Auditory. Learners learn best through hearing. They listen to Learners learn best through hearing. They listen to tapes, videos, or music, and associate a particular lesson to the tapes, videos, or music, and associate a particular lesson to the associated sounds. associated sounds. Kinesthetic. Kinesthetic. Learners learn best through using their body. Learners learn best through using their body. They move around and perform activities where they explore They move around and perform activities where they explore the environment. the environment. Left-brain dominance. Left-brain dominance. Learners are more analytic Learners are more analytic and systematic, with a and systematic, with a mathematical processing of mathematical processing of information; they rely on information; they rely on language in thinking and language in thinking and remembering. remembering. Right-brain dominance. Right-brain dominance. Learners are more intuitive Learners are more intuitive and more efficient in and more efficient in processing information as a processing information as a whole; they prefer visual and whole; they prefer visual and auditory images to learn and auditory images to learn and remember things. remember things. Tolerance of Tolerance of ambiguity ambiguity . . Learners tolerate and accept Learners tolerate and accept ambiguous, or incomplete and ambiguous, or incomplete and contradictory, information. contradictory, information. Intolerance of ambiguity. Intolerance of ambiguity. Learners have difficulties Learners have difficulties resolving ambiguities. resolving ambiguities. Group. Group. Learners learn best Learners learn best through interaction and through interaction and working with others. working with others. Individual. Individual. Learners learn Learners learn best working alone. best working alone. Reflective. Reflective. Learners take a Learners take a relatively long time to think relatively long time to think and consider choices before and consider choices before making a decision or solving a making a decision or solving a problem; they need to be problem; they need to be certain of the right answer certain of the right answer before trying it out. before trying it out. Impulsive. Impulsive. Learners respond Learners respond immediately and make quick immediately and make quick decisions; they often enjoy decisions; they often enjoy guessing and are willing to be guessing and are willing to be wrong sometimes. wrong sometimes. Visual. Visual. Learners learn best through seeing. They study photos Learners learn best through seeing. They study photos and pictures, and may be good at using charts and graphs. and pictures, and may be good at using charts and graphs. Auditory. Auditory. Learners learn best through hearing. They listen to Learners learn best through hearing. They listen to tapes, videos, or music, and associate a particular lesson to the tapes, videos, or music, and associate a particular lesson to the associated sounds. associated sounds. Kinesthetic. Kinesthetic. Learners learn best through using their body. Learners learn best through using their body. They move around and perform activities where they explore They move around and perform activities where they explore the environment. the environment. Recognizing learning styles Recognizing learning styles 1. 1. I prefer more accurate speaking, reading, and writing. I prefer more accurate speaking, reading, and writing. _________ _________ 2. 2. I learn new vocabulary by using pictures, drawings, or I learn new vocabulary by using pictures, drawings, or any visual image that I can connect to the word. any visual image that I can connect to the word. _________ _________ 3. 3. I am more willing to discuss topics with other people. I I am more willing to discuss topics with other people. I don’t really like to solve problems on my own. don’t really like to solve problems on my own. _________. _________. 4. 4. I don’t like to guess meaning and vocabulary from the I don’t like to guess meaning and vocabulary from the reading text. __________. reading text. __________. 5. 5. I like to take my time to think about an issue before I I like to take my time to think about an issue before I discuss it with others ________ discuss it with others ________ 6. 6. I like my new English class. We are doing a lot of I like my new English class. We are doing a lot of listening and video watching. I enjoy listening to listening and video watching. I enjoy listening to language._________ language._________ Presenting and Practicing Presenting and Practicing Language Language  teachers need to present new language items teachers need to present new language items to students and create situations where the to students and create situations where the language can be practiced language can be practiced  Students expect lessons to contain some Students expect lessons to contain some degree of language study, either long and degree of language study, either long and intensive or short and sharp, depending on intensive or short and sharp, depending on whichever is appropriate. whichever is appropriate. The Stages of Presenting and The Stages of Presenting and Practicing Language Practicing Language 1. find out how much students already know 1. find out how much students already know about the language point; about the language point; 2. presentation; 2. presentation; 3. check if students have understood the 3. check if students have understood the presentation; presentation; 4. practice (controlled and/or free). 4. practice (controlled and/or free). Ways to Present Language Ways to Present Language Items Items  Explanation Explanation  Demonstration Demonstration  Illustration Illustration  Discovery / deducing meanings Discovery / deducing meanings  You can follow the procedure in the book, You can follow the procedure in the book, adapt it, supplement it or omit part(s) as adapt it, supplement it or omit part(s) as necessary. necessary. Get Students Involved Get Students Involved  Eliciting Eliciting  When presenting language, get the When presenting language, get the explanations from students! explanations from students! How? How?  Practice asking questions that draw responses Practice asking questions that draw responses out of students out of students Advantage: know how good students are! Advantage: know how good students are! Get Students Involved Get Students Involved  Pair work and group work Pair work and group work  More variety More variety  Time used more efficiently Time used more efficiently  Peer learning Peer learning  STT increased whilst reducing TTT STT increased whilst reducing TTT  Ss learn to do things without teacher Ss learn to do things without teacher [...]...    allow students to work at their pace and in a way that suits them offer help when necessary answer students’ questions let students know that time is closing in; e.g “just five minutes to complete what you’re doing” monitor what is going on Whilst monitoring, note down mistakes and examples of good work What to do during pair and group work?    Give a lot of encouragement, verbal or nonverbal... comfortable using new words or forms Some disadvantages of group and pair work and what to do    Students might go off task => Explain carefully and check that they have understood before forming groups Students might get noisy Monitor carefully and say something immediately if it gets too loud Students might use their own language Make it clear from the start that you expect students to use English Steps... Present activities step-by-step:     Model the conversation dialogue Highlight all the conversation strategies you want the students to learn Ask students to do one practice first with you or with a partner Have students practice on their own Some speaking and listening activities supporting different learning strategies       asking a teacher or other native speakers for repetition, explanation,... pronunciation, or meaning free writing (diary, journal) Roles of teachers        Facilitators, Managers, and Resources explain the activity in simple language model the activity so learners understand what to do check for understanding before beginning provide preparation time for each group monitor the activity closely join each group once the students get comfortable working in groups TECHNIQUES... listening to conversations working with other students to solve a problem recording one's own speech; then correcting pronunciation, grammar, or vocabulary taking notes Reading, Vocabulary, and Writing activities supporting different learning strategies        previewing, skimming, or scanning the material before studying or reading guessing meaning of unknown words from context reading aloud...Get Students Involved       create an enjoyable and exciting learning environment use topics and materials that the students find interesting connect classroom topics to students' personal lives develop good, supportive relationships with students make students aware of their potential and goals make second language culture more approachable How to organize pair and group work?     Start . THE TEACHING OF THE TEACHING OF LANGUAGE SKILLS LANGUAGE SKILLS Đặng Hiệp Giang Đặng Hiệp Giang Secondary Education Dept. Secondary. and systematic, with a and systematic, with a mathematical processing of mathematical processing of information; they rely on information; they rely on language in thinking and language. or solving a making a decision or solving a problem; they need to be problem; they need to be certain of the right answer certain of the right answer before trying it out. before trying