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Methodology SMP Muh 1 Yogyakarta
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Layers of Contexts for TEFL
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Democratization, Decentralization, Regional Autonomy
Each Region + > 1 Intl. St. School
Decentralized Education System
School-Based Management
School Level Curriculum
Min. Reg. No. 22 on CS
Minl. Regln. No. 23 on GCS
Law No. 14/2005 on Ts & Ls
Competencies required of Ts & Ls
Certification
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Teachers have a Noble Task:
Educating young generation
sustaining the nation’s
existence
Right track sustainable credits (amal
jariah)  the Paradise is awaiting
educators
Wrong track  prevailing sins  So
…..?
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Professional
Competencies
T-L PROCESS
Pedagogical
Competencies
Teacher
Competencies
LEARNING
OUTPUT
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Interpersonal
Competencies
Personal
Competencies
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Technical/Professional Knowledge (Competencies):
1. Understands the linguistic systems of English phonology, grammar, and discourse.
2. Comprehensively grasps basic principles of language learning and teaching.
3. Has fluent competence in speaking, writing, listening to, and reading English.
4. Knows through experience what it is like to learn a foreign language.
5. Understands the close connection between language and culture.
6. Keeps up with the field through regular reading and conference/workshop
attendance.
Pedagogical Skills:
7. Has a well-thought-out, informed approach to language teaching.
8. Understands and uses a wide variety of techniques.
9. Efficiently designs & executes lesson plans.
10. Monitors lessons as they unfold and makes effective mid-lesson alternatives.
11. Effectively perceives Ss’ linguistic needs.
12. Gives optimal feedback to students.
13. Stimulates interaction, cooperation, and teamwork in the classroom.
14. Uses appropriate principles of classroom management.
15. Uses effective, clear presentation skills.
16. Creatively adapts textbook material & other audio, visual, & mechanical aids.
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17. Innovatively creates brand-new materials when needed.
18. Uses interactive, intrinsically-motivating techniques to create effective tests.
Interpersonal Skills
19. Is aware of cross-cultural differences and is sensitive to students’ cultural
traditions.
20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate humour.
21. Values the opinions and abilities of students.
22. Is patient in working with students of lesser ability.
23. Offers challenges to students of exceptionally high ability.
24. Cooperates harmoniously and candidly with colleagues (fellow teachers).
25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues.
Personal Skills
26. Is well-organized, conscientious in meeting commitments, and dependable.
27. Is flexible when things go awry.
28. Maintains an inquisitive mind in trying out new ways of teaching.
29. Sets short-term and long-term goals for continued professional growth.
30. Maintains and exemplifies high ethical and moral standards.
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A good EFL teacher comprehensively grasps
basic principles
of language learning and teaching.
A good EFL teacher has a well-thought-out,
informed approach to language teaching.
A good EFL teacher understands and uses a wide
variety of techniques.
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Principles
of EFL
Teaching
Brown, 2001
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Cognitive
Automaticity
Meaningful Learning
Anticipation of
Reward
Intrinsic Motivation
Strategic Investment
Affective
Language Ego
Self Confidence
Risk-taking
Language-Culture
Connection
Native Language
Effect
Linguistic
Inter-language
 Communicative
Yogya EFL MGMP on TEFLCompetence
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(1) AUTOMATICITY: a timely movement of the control of a few
l. forms INTO the automatic processing of a relatively unlimited
no. of l. forms  balance between the language focus and the
communication focus activities
(2) MEANINGFUL LEARNING: M.L. better long retention
than rote learning appealing to Ss’ interests; associate new &
old l. points; avoid meaningless rote learning
(3) ANTICIPATION OF REWARD: anticipation of reward—
tangible/ intangible, short-term/long-term—drives human
behaviour (l. behaviour)
give verbal praise & encouragement; Ss’ mutual & praise
encouragement; provide reminders of progress/ achievement
(gold stars, stickers); T’s enthusiasm & interests; get Ss to see LYogya EFL MGMP on TEFL
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rewards
Methodology SMP Muh 1
(4) INTRINSIC MOTIVATION: Ss’ needs, wants, desires drive
their behaviours  use interesting and motivating classroom
techniques
(5) STRATEGIC INVESTMENT: Ss’ success in learning an FL
 their investment of time, effort, attention strategies for
comprehending & producing the language.
AFFECTIVE
(6) LANGUAGE EGO: Ss’ new mode of thinking, feeling, and
acting (2nd identity) a sense of fragility, a defensiveness & a
raising of inhibitions show supportive attitudes; use
techniques & tasks of moderate difficulty; be fair, clear,
structured, wise; show patience and understanding
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(7) SELF-CONFIDENCE: Ss’ belief in their own capability
contributes to their L. success give verbal and nonverbal
assurance; sequence tasks from easy to difficult
(8) RISK-TAKING: To be successful, Ss must be willing to
become ‘gamblers’, to attempt to produce and interpret English
that is a bit beyond their absolute certainty create an
encouraging atmosphere; + reasonable challenges; help Ss to
understand calculated risk-taking; + positive affirmation, give
praise; give warm but firm attention
(9)  discuss cultural differences; illustrate L-C connections;
show cultural connotations of language; screen materials
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(10) THE NATIVE LANGUAGE EFFECT: Ss’ native language
system both facilitates and interferes with their acquisition of the
new language, but the interfering effects are likely to be most
salient make Ss aware of their NL interference; make them
aware that not all their errors are caused by their NL system;
help them to think in English
(11) INTERLANGUAGE: Ss’ tend to go thr. a systematic or
quasi-systematic devtl. process towards full competence in
English. Interlanguage devt. results from feedback utilization. 
error-mistake distinction; tolerance of Ss’ errors; never put Ss
down because of their errors; give Ss feedback so that they learn
thr. making mistakes; help Ss to develop ability to do selfcorrection; encourage them to speak; select which errors to treat
(see Brown, 2000: 240)
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(12) COMMUNICATIVE COMPETENCE: CC
consists of organizational competence (grammatical &
discourse), pragmatic competence (functional &
sociolinguistic), strategic competence, & psycho-motor
skills  usage & use, accuracy-fluency, authentic
English & contexts  give attention to all aspects; give
attention to subtlety; give attention to pronunciation;
provide opportunities for practice & be tolerant to their
mistakes; create communicative or information-gap
activities; help them to develop skills to learn
independently
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All efforts are to support the development of Ss’
communicative competence
Standards of Graduate Competence
Minister Regulation No. 23/2006
A good EFL teacher has a well-thought-out,
informed approach to language teaching.
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GTM
DIRECT
METHOD
READING
METHOD
ALM
COGNITIVE
CODE
LEARNING
COMMUNICATIVE APPROACH =
A SET OF APPROACHES
Modified from Stern, 1983
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Theories and Models of S/FLA
Innatist
Cognitive
Constructivist
[Krashen]
 subconscious
acquisition superior
to ‘learning’ and
‘monitoring’
 comprehensible input
(i + 1)
 low affective filter
 natural order of
acquisition
 ‘zero option’ for
grammar instruction
[McLaughlin/Bialystok]
 controlled/automatic
processing (McL)
 focal/peripheral
attention (McL)
 restructuring (McL)
 implicit vs. explicit
(B)
 unanalized vs.
analyzed knowledge
(B)
 form-focused
instruction
[Long]
 interaction
hypothesis
 intake through social
interaction
 output hypothesis
(Swain)
 HIGs (Seliger)
 authenticity
 task-based
instruction
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If our students’ learning needs are the focus of our attention, we must
not concerned ourselves too much with methods/techniques.
We choose a certain method or technique because its application/use
will help our students in acquiring communicative competencies.
INFORMED or ENLIGHTENED ECCLECTICISM
A good EFL teacher understands and uses a wide
variety of techniques.
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The statements of graduate competencies for both the
educational unit level and the subject cluster level (Permen
No. 23/2006);
(1) At the Junior Secondary Education Level: Demonstrate
listening, speaking, reading, and writing skills in simple
English;
(2) At the general senior secondary education level:
Demonstrate listening, speaking, reading and writing skills
in English;
(3) At the vocational senior secondary education level:
Demonstrate listening, speaking, reading and writing skills
in English.
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Gr. Competencies at the subject level (PS Level)
(a) Listening - Understand very simple instructions, information, and stories
presented orally in the classroom, school, and surrounding context;
(b)Speaking - Express orally meanings in very simple interpersonal and
transactional discourse in the form of instructions and information in the
classroom, school and surrounding contexts;
(c) Reading - Read aloud and understand meanings in the form of very simple
instructions, information, short functional texts, and pictured descriptive texts
presented in written forms in the classroom, school, and surrounding contexts:
(d)Writing - Write words, expressions, and very simple short functional texts with
correct spelling and punctuations:
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Gr. Competencies at JSS Level
(a) Listening - Understand meanings in simple interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrative, procedure,
descriptive, and report, in daily life contexts;
(b) Speaking - Express meanings orally in simple interpersonal and transactional
discourse, both formally and informally, in the form of recount, narrative,
procedure, descriptive, and report, in daily life contexts;
(c) Reading - Understand meanings in simple written interpersonal and transactional
discourse, both formally and informally, in the form of recount, narrative,
procedure, descriptive, and report, in daily life contexts;
(d) Writing - Express in written form meanings in simple interpersonal and
transactional discourse, both formally and informally, in the form of recount,
narrative, procedure, descriptive, and report, in daily life contexts
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Gr. Competencies at SSS Level (Non-Language)
(a) Listening - Understand meanings in interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, and review in daily
life contexts;
(b) Speaking - Express meanings orally in simple interpersonal and
transactional discourse, both formally and informally, in the form of
recount, narrative, procedure, descriptive, news items, report, analytical
exposition, hortatory exposition, spoof, explanation, discussion, review
and report, in the daily life contexts;
(c) Reading - Understand meanings in simple written interpersonal and
transactional discourse, both formally and informally, in the form of
recount, narrative, procedure, descriptive, news items, report, analytical
exposition, hortatory exposition, spoof, explanation, discussion, review
and report, in the daily life contexts;
(d) Writing - Express in written form meanings in simple interpersonal and
transactional discourse, both formally and informally, in the form of
recount, narrative, procedure, descriptive, , news items, report, analytical
exposition, hortatory exposition,
spoof,
discussion, review
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and
report, in the daily lifeMethodology SMP Muh 1 Yogyakarta
Gr. Competencies for Language Program
(a) Listening - Understand meanings in interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition, hortatory
exposition, spoof, explanation, discussion, review, and public speaking in the
academic context, and popular and authentic literary works in real daily life;
(b) Speaking - Express meanings orally in simple interpersonal and transactional
discourse, both formally and informally, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition, hortatory
exposition, spoof, explanation, discussion, review, report, and public speaking
in the academic context, and popular and authentic literary works in real daily
life;
(c) Reading -Understand meanings in simple written interpersonal and
transactional discourse, both formally and informally, in the form of recount,
narrative, procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review, report, and public
speaking in the academic context, and popular and authentic literary works in
real daily life;
(d) Writing - Express in written form meanings in simple interpersonal and
transactional discourse, both formally and informally, in the form of recount,
narrative, procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review, report, and public
speaking in the academic context, and popular and authentic literary works in
Yogya EFL MGMP on TEFL
real
daily
life.
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Methodology SMP Muh 1 Yogyakarta
LANGUAGE COMPETENCE
ORGANIZATIONAL
COMPETENCE
GRAMMATICAL
COMPETENCE
PRAGMATIC
COMPETENCE
TEXTUAL
ILLOCUTIONARY
COMPETENCE COMPETENCE
SOCIOLINGUISTIC
COMPETENCE
-Ideational Funcs.
–Sensitivity to
-Morphology
-Heuristic Funcs.
dialects
-Syntax
-Manipulative Funcs. –Sensitivity to
-Phonology/
-Rhetorical
-Imaginative Funcs.
Registers
Graphology
organization
-Sensitivity to
Naturalness
-Sensitivity to
Bachman, L. (1990)
Cult. Refs. &
Figs. of
Speech
-Vocab
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-Cohesion
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FOR HELPING Ss to
COMPREHEND THE CONTENT
OF the TEXT
TECHNIQUES
FOR HELPING Ss LEARN THE
RULES USED TO EXPRESS
INTENDED MEANINGS
FOR HELPING Ss LEARN TO
USE THE ALREADY LEARNT
RULES COMMUNICATIVELY
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CONTROLLED
TECHNIQUES (19)
TECHNIQUES
SEMICONTROLLED
TECHNIQUES (9)
FREE TECHNIQUES (10)
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Controlled Techniques:
1. Warm-up: Mimes, songs, dance, jokes, play.
2. Setting: focusing on lesson topic.
3. Organizational: Structuring lesson or class activities (classroom
management)
4. Content explanation: gram., phon., voc., socioling., pragmatic or
other aspects
5. Role-play demonstration: the teacher/selected Ss
6. Dialogue/Narrative presentation: Reading or listening for passive
reception.
7. Dialogue/Narrative recitation: Reciting a previously known or
prepared text, either in unison or indiv.
8. Reading aloud: Reading directly from a given text/
9. Checking: T guiding the correction of Ss’ work, providing feedback
as an activity
10. Question-answer, display: Activity involving prompting of st.
responses by means of display questions
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Controlled Techniques (…. Contd.):
11. Drill: e.g. repetition, substitution, and mechanical alterations.
12. Translation: S/T provision of L1 or L2 trans. of a text
13. Dictation: Ss writing down orally presented text.
14. Copying: Ss writing down text presented visually
15. Identification: Ss picking out, producing/labeling or identifying a
specific T form, functs., def., etc.
16. Recognition: Ss identifying forms without a verbal response
17. Review: T-led review of previous week/month as a formal summary
& type of a test of st recall performance
18. Testing: formal testing procedures  Ss’ progress
19. Meaningful drill: Drill activity involving responses with meaningful
choices, as in reference to different information
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Semicontrolled techniques:
20. Brainstorming
21. Story telling (especially when Ss-generated)
22. Question-answer referential
23. Cued narrative/dialogue
24. Information transfer
25. Information exchange
26. Wrap-up
27. Wrap-up
28. Preparation
Free techniques:
29. Role-play
30. Games
31. Report
32. Problem solving
33. Drama
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Simulation
35. Interview
36. Discussion
37. Composition
38. A propos
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How important is a text in our
English teaching?
In communicative language teaching, a
text is a unit of communicative product,
i.e. the result of exercising the textual
competence, which is part of the
communicative language competence.
Let’s see the components of
communicative language competence.
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Crucial Concepts
1. Transactional texts = those aimed at transmitting
or exchanging factual or propositional
information (Philosophers’ & psychologists’ view)
2. Interactional or interpersonal texts = those aimed
at establishing and maintaining social
relationships (sociologists’ & anthropologists’
view)
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3. … the primary determinant of whether a set of
sentences do or do not constitute a text depends on
cohesive relationships within and between the
sentences, which create texture: ‘ A text has a
texture and this is what distinguishes it from
something that is not a text …. The texture is
provided by the cohesive RELATION’ (Halliday &
Hasan, 1976, as quoted by Brown & Yule, 1983)
A text demonstrates:
 The relationship between sentences and texts
 Textual connectivity
F. Grellet, 1981
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Examples
Categories
Personal
References
Substitution and
Ellipsis (the examples
illustrate substitution)
Conjunction
Lexical cohesion
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“I just met your brother. He’s a nice guy.”
Demonstrative “You failed the test. This is bad news.”
Comparative
“I asked for this bag, but I got the other bag.”
Nominal
“Can I have another drink? This one is finished.”
Verbal
“You look great.” “So do you.”
Clausal
“Is she happy?” “I think so.”
Adversative
“I didn’t study. However, I still passed.”
Additive
“He didn’t study. And he failed.”
Temporal
“She studies hard. Then she sat the test.”
Causal
“They studies hard. Therefore they deserve to
pass.”
Reiteration
“Hand me the book. That book on the table.”
Collocation
“The book arrived in the mail. The cover was
ripped off and the pages were torn.”
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Other cohesive devices in English:
Examples
Categories
Ellipsis
Nominal
My kids play an awful lot of sport. Both (0) are
incredibly energetic.
Verbal
A. Have you been working?
B: Yes, I have (0).
Clausal
A: Why do you only set three places? Paul’s staying
for dinner, isn’t he?
B: Is he? He didn’t tell me (0).
Repetition
Lexical
cohesion
Synonym
Superordinate
General Word
What we lack in a newspaper is what we should get.
In a word, a “popular” newspaper may be the
winning ticket.
You could try reversing the car up the slope. The
incline isn’t all that steep.
Pneumonia has arrived wit the cold and wet
conditions.
The illness is striking everyone from infants to the
elderly.
A: Did you try the steamed buns?
B: Yes, I didn’t like the things much.
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Which of the sentences in each number form a text.
(1) Wash and core six cooking apples. Put them into a
fireproof.
(2) Wash your face and apply the cream. I am going to cook in
the kitchen.
(3) At least 14 people died on Saturday after drinking a cheap
alcoholic beverage, raising to 20 the number of people killed
by the poisonous brew in two days, news reports said.
The quake measured 5.7 on the Richter scale and was felt
shortly before 10.50 am (0850 GMT) Bucharest radio quoted
an official report as saying. Judge Neil Dennison said Robert
Phee, 23, a technician on the hit musical “Miss Saigon” was
“gripped by the excitement and theatricality” of the eight
robberies which netted him 15,000 pounds.
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(4) In England, however, the tungsten-tipped spikes would tear the thin
tarmac surfaces of our roads to pieces as soon as the protective layer of
snow or ice melted. Road maintenance crews try to reduce the danger of
skidding by scattering sand upon the road surface. We therefore have to
settle for the method described above as the lesser of two evils. Their
spikes grip the icy surfaces and enable the motorist to corner safely
where non-spiked tyres would be disastrous. Its main drawback is that if
there are fresh snowfalls the whole process has to be repeated, and if the
snowfalls continue, it becomes increasingly ineffective in providing some
kind of grip for tyres. These tyres prevent most skidding and are effective
in the extreme weather conditions as long as the roads are regularly
cleared of loose snow. Such a measure is generally adequate for our very
brief snowfalls. Whenever there is snow in England, some of the country
roads may have black ice. In Norway, where there may be snow and ice
for nearly seven months of the year, the law requires that all cars be fitted
with special spiked tyres. Motorists coming suddenly upon stretches of
black ice may find themselves skidding off the road.
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(5) Whenever there is snow in England, some of the country roads may
have black ice. Motorists coming suddenly upon stretches of black ice
may find themselves skidding off the road. Road maintenance crews try
to reduce the danger of skidding by scattering sand upon the road
surface. Such a measure is generally adequate for our very brief
snowfalls. Its main drawback is that if there are fresh snowfalls the whole
process has to be repeated, and if the snowfalls continue, it becomes
increasingly ineffective in providing some kind of grip for tyres. In
Norway, where there may be snow and ice for nearly seven months of the
year, the law requires that all cars be fitted with special spiked tyres.
These tyres prevent most skidding and are effective in the extreme
weather conditions as long as the roads are regularly cleared of loose
snow. Their spikes grip the icy surfaces and enable the motorist to corner
safely where non-spiked tyres would be disastrous. In England, however,
the tungsten-tipped spikes would tear the thin tarmac surfaces of our
roads to pieces as soon as the protective layer of snow or ice melted. We
therefore have to settle for the method described above as the lesser of
two evils.
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• The relationships signaled by However and on the other hand are
adversative because the information in the second sentence of the text
mitigates or qualifies the information in the first.
• Temporal relationship exist when the events in a text are related in terms of
the timing of their occurrence.
• Collocation is a type of lexical cohesion which includes all those items in a
text that are semantically related.
Plants characteristics synthesize complex organic substances from simple
inorganic raw materials. In green plants, the energy of this process is
sunlight. The plants can use this energy because they possess the green
pigment chlorophyll. Photosynthesis or “light synthesis,” is a “self-feeding,”
or autotrophic process.
Animals, on the other hand, must obtain complex organic substances by
eating plants and other animals. The reason for this is that they lack
chlorophyll. Among these “other feeders” or phagotrophs, are “liquid
feeders” or osmotrophs. Whereas phagotrophic organisms take in solid and
often living food, osmotrophic ones absorb or suck up liquid food. This is
usually from dead or rotting organism.
Pearson 1978, as quoted by Nunan, 1999).
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Rhetorical Patterns in a text
• cause-consequence
• problem-solution
Which order of the four sentences below shows
textual coherence?
I opened fire. I was on sentry duty. I beat off the
attack. I saw the enemy approaching.
I was on sentry duty. I saw the enemy approaching. I
opened fire. I beat off the attack.
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Functional coherence
Cabin attendant: Are you having
salad?
Passenger: Yes, I am.
Cabin attendant: Caesar or
regular?
Passenger: Regular.
Cabin attendant: Would you like
dressing on that?
Passenger: Yes, please.
Cabin attendant: Blue cheese or
ranch?
Passenger: Blue cheese, please.
A: How do I get to Kensington Road?
B: Well you go down Fullarton Road….
A: … what, down Old Belair, and around …?
B: Yeah. And then you go straight …
A:… past the hospital?
B: Yeah, keep going straight, past the
racecourse to the roundabout. You know
the big roundabout?
A: Yeah
B: And Kensington Road’s off to the right.
A: What, off the roundabout?
B: Yeah.
A: Right!
Which of the above texts contains regular patterns and
elements and which one contains negotiation?
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Cases of failure in communication
1. Context: the upper, nonsmoking deck of a 747 aircraft.
Passenger: I’ve been smoking for 28 years, and I gave up so I could travel up here.
Cabin attendant: Sorry?
Passenger: I said, I’ve been smoking for 28 years, and I gave up so I could sit here.
Cabin attendant: So?
Passenger: So, I gave up smoking.
Cabin attendant: What do you want?
Passenger: I don’t want anything. (Turns to partner). Well, I won’t be travelling with
this outfit again.
2. Context: at the end of a shift in a factory
Native speaker: See you later.
Non-native speaker: What time?
Native speaker: What do you mean?
3. Context: in an elementary school classroom
A: Tony, are you talking?
B: Yes, I am.
A: Don’t be cheeky.
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Is there any principle related to the importance of text?
Yes, it is expressed in one of the principles of
communicative methodology proposed by Morrow
(1981).
It implies that we have to work on language as
discourse, which is made up by inter-related
sentences, NOT BY SEPARATE SENTENCES. So while
sentence-level analysis is still important, it is not
enough. Analyzing text is a necessity in the framework
of communicative language teaching.
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Why do we, teachers, need
to analyze a text?
Because we have to help our students to develop their ability to
read more efficiently. By analyzing a text, we can develop
relevant exercises to support the development of their efficient
reading ability. The exercises should guide them to go from the
overall meaning of the text, its function and aim, and then to the
specific ideas.
“By starting with longer units (than sentences) and by
considering the layout of the text, the accompanying
photographs or diagrams, the number of paragraphs, etc., the
students can be encouraged to anticipate what they are to find in
the text. This is essential in order to develop their skills of
inference, anticipation and deduction” (Grellet, 1981).
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What type of exercises can be created?
Grellet (1981) has mapped the types of exercises, of which
some are related to textual competence:
• Reading techniques
- How the aim is conveyed
- Understanding meaning
- Assessing the text
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Reading Comprehension Exercise-Types
Reading techniques
How the Aim is conveyed
1. Sensitizing
a. Inference: through context
Inference thr. Word formation
b. Understanding relations within
the sentence
c. Linking sentences and ideas:
reference
Linking sentences and ideas:
link-words
2. Improving reading speed
3. From skimming to scanning
a. Predicting
b. Previewing
c. Anticipation
d. Skimming
e. Scanning
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1. Aim and Function of the text
a. Function of the text
b. Functions within the text
2. Organization of the text: different
thematic patterns
a. Main idea and supporting details
b. Chronological sequence
c. Description
d. Analogy and contrast
e. Classification
f. Argumentative and logical
organization
3. Thematization
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Understanding meaning
Assessing the text
1. Non-linguistic response to the text
a. Ordering a sequence of pictures
b. Comparing texts and pictures
c. Matching
d. Using illustrations
e. Completing a document
f. Mapping it out
g. Using the information in the text
h. Jigsaw reading
1. Fact vs. opinion
2. Writer’s intention
2. Linguistic response to the text
a. Reorganizing the information:
reordering events
Reorganizing the information:
using grids
b. Comparing several texts
d. Question-types
c. Completing a document e. Study skills: summarizing
Study skills: note-taking
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Reading is a constant process of guessing, and
what one brings to the text is often more
important than what one finds in it. This is why,
from the very beginning, the students should be
taught to use what they know to understand
unknown elements, whether these are ideas or
simple words. This is best achieved through a
global approach to the text.
What is the procedure of the global
approach?
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Study of the
Layout: title,
length,
pictures,
typeface, of
the text
Second
reading
For more
detail
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Making
hypotheses
about the
content and
function
Further
prediction
+ Anticipation of where
to look for
confirmation of these
hypotheses according
to what one knows of
such text types
Confirmation
or revision of
one’s
guesses
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Skimming
through the
passage (text)
49
Reading involves a variety of skills. (See Munby’s list, 1981), which
can be developed through several types of exercises, with the
functions:
1. To clarify the organization of the passage (text). In this
case, the questions an be about:
- the function of the text
- the general organization
- the rhetorical organization
- the cohesive devices
- the intra-sentential relations (e.g. derivation, morphology, hyponymy)
2. To clarify the content of the passage. In this case the
questions can be about:
- plain fact (direct reference)
- implied fact (inference)
- deduced meaning (supposition)
- evaluation
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Being aware of the function of a text is a prerequisite for
understanding it. Students should therefore be
encouraged to find out the function of a new text they
have to understand. The origin of the document, its
presentation and layout are usually very helpful in
determining its function.
Functions of the text include:
• persuasion
• warning
• Giving information
• giving directions
• Invitation
• Request
• Encouraging
• Entertaining
• Giving arguments
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Functions within the text
include:
• Demand for evidence
• Agreement
• Farewell
• Asking for information
• Greeting
• Evidence (explanation)
• Giving information
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Text organizations include:
-Building the text around a main idea (e.g. in newspaper
articles and in fact in the paragraphs of all kind of texts)
- chronological sequence
- description
- Analogy and contrast
- Classification
- Argumentative and logical organization
What are the skills related to each of the
above organizations?
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Skills involved in recognizing the main idea and
supporting details:
- Recognize the technique used by the writer
- Understand relations between parts of a text
- Distinguish the main idea from supporting details
- Recognize indicators in discourse
- Distinguish the main points of the text
Recognizing the chronological sequence involves the
skills to:
- Extract selectively relevant points from the text
- Understand relations between parts of a text
Recognizing a description involves the skills to:
- Extract selectively relevant points from a text
- Understand how the information is presented in
descriptive texts
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Organizing A DESCRIPTION
- General to specific
- Specific to General
- Up  down
- Down  up
- outside inside
- inside  outside
Understanding analogy and contrast involves the
skills to understand relations between parts of a text.
This can be developed by asking Ss to fill a
comparison table.
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Understanding analogy and contrast involves the skills
to understand relations between parts of a text.
This can be developed by asking Ss to:
- complete a diagram based on the text
- make a diagram based on the text
Understanding argumentative and logical
organization involves the skills to:
- Understand the commve value of sentences
- Understand more or less explicitly stated
information
- Understand relations between parts of the text
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Understanding Classification requires the skills to
understand relations between parts of a text, which
can be depicted in a diagram or a flow chart.
0
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Students’ minds &
feelings are in
the real world
A
B
Relevant
Learning Tasks
C
D
E
Back to real life
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A. Warm Up:
- What will you do to attract Ss’ attention?
- What will you do to direct Ss’ minds and
hearts towards the focus of the lesson?
- What will you do to motivate Ss to learn to
acquire the communicative competency
useful for their life?
B. Content Focus:
- What will you do to help Ss to comprehend
the meanings expressed in the input text?
(general information, specific information,
detailed information, function of the text,
organization of the text, the writer’s
intention)  meanings of vocabulary items
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C. Language focus:
What will you do to help Ss to understand
the language forms used to express the
meanings in the text? (structures,
pronunciation, spelling, mechanics)
D. Communication focus:
What will you do to help Ss learn to use the
language forms just learned for
communication? (through communicative
activities, ranging from guided informationgap activities to free information gap
activities games, role plays, simulations)
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E. Closing:
- What will you to help Ss to grasp the
summary of the lesson?
- What will you do to make Ss aware of the
usefulness of the skills already learned
for accomplishing real life
communication purposes?
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DEVIANT UTTERANCE
1. Type
lexical, phon., gram.,
disc., prag., socioling.
2. Source
L1, L2, t-induced,
other Ss, outside L2
input, A/V/print/E. media
3. Linguistic complexity
intricate & involved or
easy to explain/deal with
4. Local or Global
6. Learner’s Aff. State
language ego fragility,
anxiety, confidence,
receptiveness
5. Mistake or Error
7. Learner’s ling. state
emergent, presystematic,
systematic, postsystematic
8. Pedagogical focus
immediate task goals,
L. objectives, course
goals/purposes
9. Communicative context
conversational flow factors,
indiv., group, or whole-class
work, S-S or S-T exchange
Brown, 2000
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TREAT
10. Teacher style
direct or indirect
interventionist, laissez-faire
IGNORE
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OUTPUT
61
Teachers should not involve their students
in analyzing the text. Instead, they should
choose from available sources or develop
exercises which can help students
understand: (a) the functions of the texts;
(b) how the texts have been organized; and
© get information from it (general, specific,
and detailed)
A book entitled “Developing Reading Skills” by
F. Grellet is strongly recommended.
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Life Orientation
ways of utilizing resources
(time, energy, money, mental
strength)
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Money
A
Self achievement
B
W
H
O
E
R
R
L
D
E
A
F
T
Dedication to the nation
C
E
R
Dedication to God the Almighty
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D
ORIENTATION D
LIFELONG SUSTAINABLE
INTRINSIC MOTIVATION TO
SELF-IMPROVE
PROFESIONALLY
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References:
Bachman, L.F. (1990). Fundamental Concepts of Language Testing. New York: OUP.
Brown, H.D. (2000). Principles of Language Learning and Teaching. Cambridge:
CUP.
Brown, H.D. (2001). Teaching by Principles. Cambridge: CUP.
Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: CUP
Grellet, F (1981). Developing Reading Skills. Cambridge: CUP.
Munby, J. (1981). Communicative Syllabus Design. Cambridge: CUP.
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle &
Heinle Publishers.
Stern,H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP.
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