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LG 228

LG 228. TEACHING THE PRODUCTIVE SKILLS. The Productive Skills .

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LG 228

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  1. LG 228 TEACHING THE PRODUCTIVE SKILLS

  2. The Productive Skills • The Productive Skills are speaking and writing and they may be either transactional, which is carrying out some purpose through language or interactional which is more focused on personal relationships, although written language is also used for recording information and events. Traditionally writing has carried far more authority or power than the spoken word., i.e. in the biblical phrase ‘It is written’. Knowledge that is written down or better, printed in a book, has more validity than that which is passed on by the spoken word

  3. differences in the medium. • Speech is not spoken writing (imagine if we had to speak in well formed sentences and paragraphs, with an introductions, clear development of our point and a logical conclusion following a summary of the main points we have just mentioned. Writing is not written speech, it has no hesitations, false starts, tomes, redundancy… When we are writing something there is usually no immediate feedback to it

  4. ASPECTS OF PRODUCTION • Permanence: Writing is permanent. • Explicitness. Usually in speech the context is shared, so there are common understandings about what is said. • Density. Written forms tend to have a far higher density in the aspects of lexis and grammar. • organization and speed; A speaker is expected to give an online response to spoken input, the interlocutor will not wait very long for a reply. • colloquial or standard forms, in writing it is generally more expected that more standard forms will be used.

  5. Problems in teaching Productive skills • If you want to set up a speaking or writing activity, you need to provide input in the form of language input, how to express certain functions in speaking or writing, as well as to provide a topic or motivation input so that your learners have both a model of speech or writing, as well as something they want to speak or write about. You need to elicit a need or purpose to produce language, as well as the linguistic means to do so. The level of the input is important also, as it should be above the learners current level, but not so far that it will demotivate them.

  6. The Nature of communication • Communication between humans is a complex and ever changing phenomenon; when people are talking, or writing, to each other, they can be sure that they are doing so for a good reason. • variety of language • appropriate language • Information Gap. • Communication Continuum

  7. skill getting, and skill using. • Skill getting is in preparing the learners for an activity, so if they are going to do a role play of a customer complaining I a restaurant about bad service, they will need the vocabulary for the topic such as slowness, inattention, wrong food, as well as the vocabulary of expressing anger, and any grammatical forms involved. They can practice these elements before carrying out the skill using, performing the role play.

  8. REFERENCES 1 • Brown ,G and Yule, G (1983) Teaching the Spoken Language Cambridge • Lynch, T. 1996 Communication in the Classroom Oxford • Nunan, D. (1991) Language Teaching Methodology, Prentice Hall • Swain, M. 1995. Three functions of output in language learning in G. Cook & SeidlhoferPrinciple and Practice in Applied Linguistics OUP

  9. REFERENCES 2 • Bygate, M. 2001. Speaking. OUP. • Anderson, K. 2004. Study Speaking. Cambridge. • Boxer, D. & Cohen, A. 2004. Studying Speaking to Inform Second Language learning. Clevedon. • Hyland, K. 2002. Teaching and Researching Writing. Longman. • Friedrich, P. 2008. Teaching Academic Writing. London. • Nation, I.S.P. 2008. Teaching ESL/EFL Reading and Writing. New York. • Reid, J. 1993. Teaching ESL Writing. Prentice Hall.

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