The document discusses Anik Nunuk Wulyani's participation in an English Proficiency Programme (EPP) at Victoria University of Wellington in New Zealand. The EPP aims to improve learners' reading, listening, speaking, and writing skills through activities designed around Nation's four strands of language learning - meaning-focused input, meaning-focused output, language-focused learning, and fluency development. Wulyani provides examples of activities from her daily experience in the EPP that exemplified each of the four strands, such as lectures for meaning-focused input, tests and letters for meaning-focused output, vocabulary exercises for language-focused learning, and speed reading for fluency development. She concludes by reflecting on what

1. Experiencing the Four
Strands:
My participation in an
English Proficiency
Programme
Anik Nunuk Wulyani
State University of Malang
Victoria University of Wellington, New Zealand

2. The outline of my
presentation
• What the Four Strands are
• English Proficiency Programme (EPP)
• EPP and the Four Strands
• What I experienced
• What I learned

3. A. What the Four Strands are
Nation (2007) defines the Four Strands as
1. meaning-focused input,
2. meaning-focused output,
3. language-focused learning, and
4. fluency development

4. 1. Meaning-focused input
• Learning through listening and reading—using language
receptively
• Extensive reading, shared reading, listening to stories,
watching TV or films, being a listener to a conversation
• Conditions:
a. What is learned is mostly familiar
b. Learners are interested and want to understand
c. Learners learn from context clues and background
knowledge
d. Large quantities of input are present

5. 2. Meaning-focused output
• Learning through speaking and writing—productive skills
• Talking in conversations, giving a speech or lecture, writing a
letter, writing a note to someone, keeping a diary, telling a
story and telling someone how to do something
• Conditions:
a. What is learned is mostly familiar
b. Learners convey their message to someone else
c. Learners learn from communication strategies,
dictionaries or previous input
d. Plenty of opportunities to speak and write are
available.

6. 3. Language-focused learning
• Or language-focused learning, focus on form, form-focused
instruction, deliberate learning
• Pronunciation practice, using substitution tables and drills,
learning vocabulary from word cars, intensive reading,
translation, memorising dialogues and getting feedback about
writing
• Conditions:
a. Focus on form
b. Opportunities to give spaced, repeated attention
c. Simple and not dependent on developmental
knowledge that the learners do not have
d. Occur often in the other three strands of the course.

7. 4. Fluency development
• Covers all the four language skills: listening, reading, speaking
and writing
• Speed reading, repeated retelling, ten-minute writing and
listening to easy stories
• Conditions:
a. What is learned is mostly familiar
b. Learners’ focus is on receiving or conveying meaning
c. Some pressure or encouragement to perform at a
faster than usual speed
d. A large amount of input or output

8. B. English Proficiency
Programme (EPP)
• Language Institute (see
http://www.victoria.ac.nz/international/study-options/esl.aspx
).
• improving learners’ performance in:
a. reading and listening to complex information
b. taking an active part in discussions
c. expressing complex ideas and facts through speech
and writing
d. becoming an independent learner of English
• full-time programme

9. • 20 - 25 hours per week of class work & independent study
• Class work :
a. practice listening to talks and lectures, taking part in
discussions, reading effectively, writing essays or
reports
b. listening and speaking practice in audio-visual
classrooms; vocabulary and grammar study
c. media studies in which learners read, listen to and
discuss information from the radio, television and
newspapers
d. regular tests to give learners feedback on their
progress
• Independent study: independent learning materials in the
Language Learning Centre & the University Library

10. C. EPP and the Four Strands
• The activities in EPP are designed to fulfill
the criteria of a balance of meaningfocused input, meaning-focused output,
language-focused learning and fluency
development

11. D. What I experienced
Examples of:
•meaning-focused input
•meaning-focused output
•language-focused learning
•fluency development
in day to day activities

12. a. Meaning-focused input
Wednesday Lecture
•Theme book: Learning a Foreign Language
•A lecture by a Linguist on NZE (pronunciation, vocabulary, and
grammar)
•Pronunciation: fish and chips, seven ten (NZ$7.10)
•Vocabulary:
barbie: barbecue
chips: French fries
candyfloss: cottoncandy
chilly bin: cooler
capsicum: bell pepper
Maori words: pohutukawa, rimu, manuka, paua, tarakihi,
kiwi, pukeko, tui, etc.
•Grammar:
(find different examples from Laurie’s paper)

13. Listening Materials:
• Radio New Zealand news
• BBC Learning English: 6 Minute English
• Engineering works! http:engineeringworks.tamu.edu

14. b. Meaning-focused output
• Thank you letters
• Semantic webs
• Weekly test on Thursday afternoon
http://www.themezoom.com/natural-language-processing/semantic-web.html

15. C. Language-focused
learning
•
•
•
•
List of vocabulary
Pronounce
Write family words, part of speech, collocation
Write sentences

16. d. Fluency development
•
•
•
•
Reading—speed reading
Listening—dictation
Speaking—2-minute talk with a topic
Writing—10-minute writing session

17. E. What I learned
1. Required conditions
2. Balance of time
3. The Indonesian teaching and learning context—applying
four strands in language courses is likely but with some
careful considerations: curriculum and resources (teachers
and facilities)

18. Bibliography
• Boers, F. (2013). Some tricks and rechniques for remembering vocabulary. Presented at the
WATESOL Expo, Wellington, New Zealand.
• Cahyono, B. Y. (2010). Options for professional development in English language teaching
in Indonesia. In Selected papers in English language teaching (pp. 1–19). Jakarta Indonesia:
US Embassy Jakarta.
• Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224.
• Korompot, C. A. (2012). Giving teachers their voices: Indonesia EFL teachers’ prespectives
on professional teaching standadrds in the context of teacher certification programs in
Indonesia. The University of New England, UK.
• Krashen, S. (1982). Principles and practice in second language acquisition. Oxford
Pergamon. Retrieved from http://aces.ir/attachments/22d1286622494-communicativeapproach-stephen-crashen.pdf
• Nation, P. (2007). The four strands. International Journal of Innovation in Language
Learning and Teaching, 1(1), 2–13.
• Waring, R., & Nation, I. S. P. (2004). Second language reading and incidental vocabulary
learning. Angles on the English speaking world, 4, 97–110.
• Webb, S. (2005). Receptive and productive vocabulary learning. Studies in Second Language
Acquisition, 27, 33–52.
• Yuwono, G. I. (2005). English language teaching in decentralized Indonesia: Voices from the
less priviledged schools. Presented at the International Education Research Conference,
Parramatta, Australia: The University of Western Sydney.
• Yuwono, G. I., & Harbon, L. (2010). English teacher professionalism and professional
development: Some common Issues in Indonesia. ASIAN EFL Journal, 12(3), 145–163.

19. Tēnā koutou
Thank you
Terima kasih

20. Language Centre VUW