1. TEACHING ENGLISH AS A
FOREIGN LANGUAGE
Language Skills
ICPNA-Santyna july 2010
SPEAKER: SANTY REQUEJO SALDAÑA
ICPNA
srequejo@icpnachi.edu.pe
santynaoo7@hotmail.com

2. ICPNA-Santyna july 2010
Are we really repeating ourselves year after year?
Or
Is what we are doing new and different?
NOW
Hervast’s steps 1.Motivation CALLA
Cognitive Academic Language
(1800) Learning Approach
2.Basic 1.Preparation
1. Preparation 2.Presentation
3.Practice 3.Practice
2. Presentation 4.Evaluation
4.Evaluation 5.Expansion
3. Association
5.Extension
4. Systematization

3. ICPNA-Santyna july 2010

4. july 2010
CONOCIMIENTOS
Knowledge
CAPACIDAD CONFIANZA
capacity confidence
HABILIDADES
abilities VALORES
ICPNA-Santyna
COMPROMISO values
commitment

5. ICPNA-Santyna july 2010
PRINCIPLES OF LANGUAGE LEARNING
• Speech before writing
• Basic sentences
• Patterns as habits
• Sound system for use
• Vocabulary control
• Language practice
• Practice
• Authentic language standards
• Immediate reinforment
• Content
• Attitude toward the language.

6. ICPNA-Santyna july 2010
METHODOLOGICAL APPROACHES
APPROACH.-is something that reflects a certain theory
and beliefs about language and language learning.
METHOD.-is a set of procedures, a system that spells out
exactly how to teach a language(what particular skills
and content to teach)
TECHNIQUE.-is a classroom device , activity, stratagem
used to accomplish an immediate objective.
(dictation, imitation, repetition)
STRATEGY.-a detailed plan or the skill (grammar,
vocabulary and usage) of planning for achieving success
in class.
*taking notes *asking *imagery
*paraphrasing *predicting *

7. GRAMMAR THE
TRANSLATION DIRECT METHOD
THE AUDIO LINGUAL THE AUDIO VISUAL
TOTAL PHYSICAL
RESPONSE THE SILENT WAY
COMMUNITY LANGUAGE
LEARNING NATURAL APPROACH
COMMUNICATIVE
APPROACH
july 2010 ICPNA-Santyna

8. Audio-
Grammar- Direct
Lingual Silent Way Suggestopedia
Translation Method ICPNA-Santyna
july 2010
Method
1. Goals Read literature Communication. Communication Self-expression Everyday Comm.
in L2. Develop Think in L2. Direct . Automaticity of Ss; Tap Ss mental
mind. Learn association in L2 by independence powers by
grammar, without learning new from T. desuggesting
vocabulary, and translation. habits. barriers to learning.
culture.
2. Role of the Traditional. T is T-centered. T-centered. T T as facilitator, S must trust and
teacher/studen the authority. Ss T directs. provides model resource, respect T as
t learn from the of L2 for provides what Ss authority. Ss adopt
T. imitation. need. childlike roles once
they feel secure.
3. Teaching/ Translation. Associate L2 and New grammar Ss guided to Relaxing
Learning Deductive study meaning directly in and vocabulary discover the atmosphere, music,
Process? of grammar. real context. through structure of L2. activate whole brain
Memorize Use L2 only. dialogues. Initial focus on + peripheral
vocabulary. Inductive Drills. accurate learning. Reception
grammar. Syllabus Inductive pronunciation. then activation
based on topics/ grammar. phase.
situations. Learning is
habit formation.
4. Nature of T to S. Both initiate T-directed. T active, but T/S and S/S
student/teache interaction. Some S/S in drills. mostly silent. interaction from
r interaction S/S interaction. S/S interaction beginning.
encouraged.

9. 5. How are N.A. N.A. N.A. Positive feelings Focus on
students’ encouraged, also confidence and
feelings dealt S/S cooperation.
ICPNA-Santyna july 2010
sense of security
with? via suggestions.
6. View of Literary Spoken Language as Language Communication as
language/ language over language over system of expresses the a 2-phase process:
culture? spoken written. patterns/units. spirit of a culture. language + extra-
language. Simple to linguistic factors.
complex.
7. What Vocabulary/ Vocabulary over Structure Pronunciation & Vocabulary.
language grammar. grammar. important. intonation. Explicit but
skills are Reading/writin Focus on Listen-speak- Structure. minimal grammar.
emphasized? g. communication. read- Oral before Language use over
write. written. linguistic form.
8. Role of the L1 in Not used. L1 habits Used to form L1 used in
native classroom. interfere sounds in L2 and translation of
language? Two-way with L2. Avoid for feedback. dialogues. As
translation. L1. Otherwise not course proceeds,
used. L1 reduced.
9. How does Written Use of language Discrete point Continuous In-class
evaluation translations. (interview). testing for observation. Ss performance.
occur? Apply grammar accuracy. develop their
rules. own criteria.
10. Treatment of T supplies Self-correction. Avoid errors by Self-correction; No overt
errors? correct answer. overlearning. peer correction. correction
Modelled
correctly.

10. Community Communicative
Total Physical
Language Natural Approach Language
Response ICPNA-Santyna july 2010
Learning Teaching
1. Goals Communication. Communication. Communicative Communication in
Promote nondefensive Learning L1= competence. Facilitate social context.
learning. learning L2. acquisition by providing Appropriacy.
comprehensible input Functional competence.
(i+1).
2. Role of the Counselor/client. As S Director. T provides T as facilitator. Primary Facilitator. Manager of
teacher/student? assumes more model of L2 for responsibility is with S. learning activities.
responsibility, imitation. Later role Promotes
becomes independent reversal. communication among
of T. Ss.
3. Teaching/ Security, aggression, Comprehension Comprehension before Ss learn to
Learning attention, reflection, before production. production. Developing communicate by
Process retention, Modelling by T model approximates L2 negotiating meaning in
discrimination. Ss followed by (L1, . . . L2). Gradual real context. Activities
initiate speech in L1, T performance. emergence of speech. include information
supplies L2. Task oriented. gap, choice, feedback.
4. Nature of Changes over time. T speaks, Ss respond S-centered. Both initiate T arranges tasks for
student/teacher Importance placed on nonverbally. Later, interaction. S/S communication. S/S
interaction? cooperative Ss verbalize. interaction in pair and interaction.
relationship between small group activities.
T/S and S/S.
5. How are S viewed as whole Ss have fun in a Affective factors over Ss are motivated to
students’ feelings person, no separation nonstressful cognitive factors. learn thru usefulness of
dealt with? of intellect and situation. Optimal learner has low language functions.
feelings. T affective filter.

11. 6. View of Language for Spoken over Language as a tool for Language in social
ICPNA-Santyna july 2010
language/ developing critical written. communication. context, for
culture? thinking. Culture Language function over communication.
integrated with linguistic form.
language.
7. What skills Ss determine syllabus Grammar and Vocabulary over Function over form.
are emphasized? by what they what to vocabulary (initially grammar. Function over Discourse and
say. via imperatives). form. Comprehension–e sociolinguistic
Comprehension earlyproduction–s competence + all 4
precedes production. speech emergence. skills.
8. Role of L1? Used in the Not used. L1 can be used in Generally not used.
beginning, less in preproduction
later stages. (comprehension)
activities.
9. How does Integrative tests. Self- By observation. Communicative Communicative tests.
evaluation evaluation. effectiveness. Fluency Fluency and accuracy.
occur? over accuracy. Task
oriented.
10. Treatment of Nonthreatening. Unobtrusive No error correction No error correction
errors? Correction by correction. unless errors interfere unless errors interfere
modelling. with communication. with communication.

12. ICPNA-Santyna july 2010
SKILLS
RECEPTIVE PRODUCTIVE
LISTENING SPEAKING
READING WRITING

13. LISTENING SKILL
*Speaking does not itself
constitute communication
unless what is said is
comprehended by another
person *
july 2010 ICPNA-Santyna

14. ICPNA-Santyna july 2010
Why don`t we understand spoken
English?
Linking sounds
reductions
stress
rhythm
Too many new words

15. ICPNA-Santyna july 2010
Language system
How words are put How words are said in
in order connected streams
syntax
phonology
How words are strung
together in texts
discourse

16. ICPNA-Santyna july 2010
TIPS TO KEEP IN MIND WHEN
TEACHING LISTENING
1. CONTRACTIONS
2. REPETITIONS
3. HESITATIONS Learners need to know
how to deal with these
4. INTERRUPTIONS problems so listening
5. ASSIMILATION would not frigthen
them.
6. ELISION
7. LINKING
8. STRESS

17. ICPNA-Santyna july 2010
CONTRACTIONS
I’m You‘d
You’re She’d
We’ve Needn’t
She’s Mustn’t
Didn’t Don’t
Weren’t Wasn’t
Won’t I’ll
Hasn’t Shouldn’t
Haven’t Can’t

18. HESITATIONS ICPNA-Santyna july 2010
• Er-.-the sound that people frequently make when they
pause in the middle of what they are saying or pause
Well before they speak, often because they are deciding
Wow
what to say:
Yeah
Yea
• ah / aah.-used to express understanding, pleasure,
Hey pain, surprise.
• Why.-used to express surprise or annoyance
• uh .-a written representation of the sound that people
sometimes make when they are thinking what to say
next:
• uh-huh .-a written representation of the sound that
people sometimes make in order to give certainty to,
agree with or show understanding of something that has
just been said.
• uh-oh .-a written representation of the sound that
people make when they discover that they have made a
mistake or done something wrong:
• Um .- a written representation of a sound that people make
when they are pausing or deciding what to say next.

19. ICPNA-Santyna july 2010
Activity:this is a conversation and find in it examples of repetitions,
hesitations and interruptions.
Marco: What would you like your life to be in 20
years`time?
Kathy: I`d like to be…I want to have a family…you
know,a husband,three children,my…
Marco: Would you be happy?
Kathy: I`d be…I mean,yes.Yeah,sure,sure,of
course.What about you?
Marco: Erm,me,well,erm,er…MaybeI`d like to
have a good…you know,to do a really
interesting job…with lots of pay,of ocurse!

20. ICPNA-Santyna july 2010
ASSIMILATION.-when sounds influence the
pronunciation of adjacent sounds.
• bus-shelter / `bʌʃ ʃeltə /,
• dress shop /`dreʃ ʃɒp/,
• ice-show /`aɪʃ ʃəʊ/,
• Miss Jones /mɪʃ `ʤəʊnz/,
• S-shaped /`eʃ ʃeɪpt/ and
• has she / `hæʒ ʃi

21. ICPNA-Santyna july 2010
ELISION.-when sounds are dropped (disappear) in
fast speech.
• Blackguard
• Christmas
• Cupboard
• Could Doug
• take care
• Ask Bob
• Tell him

22. ICPNA-Santyna july 2010
LINKING.-join sounds together.
• Four eagles
• I need you
• help us.
• Can you
• take apples
• like English
• Solve each
• To run a story

23. ICPNA-Santyna july 2010
Assimilation,elision or linking?
A
A
L
L
A
A A
E A
L E
E A
E A

24. ICPNA-Santyna july 2010
Spoken text types
CONVERSATIONS
STORIES
ANNOUNCEMENTS
SONGS
ADVERTISEMENTS
INSTRUCTIONS
LECTURES

25. ICPNA-Santyna july 2010
PROCESSES FOR A GOOD LISTENING
ACTIVITY
• BOTTOM-UP PROCESS.- to know how the
sounds work , how English changes when it`s
strung together in sentences.
• TOP-DOWN PROCESS.-how our knowledge of
social convention helps us understand meaning.

26. What involves
ICPNA-Santyna july 2010
active listening?

27. PROCEDURES
ICPNA-Santyna july 2010
• Pre-listening
• While-listening
• Post-listening

28. ICPNA-Santyna july 2010
HOW TO TEACH LISTENING TO ESL LEARNERS
1. Choose something you think your students will like.
2. Before bringing it to class.listen and ask yourself if there are
any words that you`ll need to pre-teach.
3. Activate your students`schemata with pictures related to
the listening or ask questions about the content
4. Once students are prepared,it is recommended to put the
audio three times:
a) students listen without a worksheet and figure out the
global idea.
b) students listen with handout in their hands and do the
task.
c)finally they listen again and check their ansers.
5. Make sure the activities provide not only comprehension
but also controlled to free ones.

29. SUBSKILLS ICPNA-Santyna july 2010

30. ICPNA-Santyna july 2010
PRACTICE TASK
2 a.Watch the video to see how the
woman looks.How do you think
1. Listening for gist she feels?
2. Understanding 3 b.Listen to each pair of
body language words.Say if they are the same
3. Listening for or different
individual sounds 7 c.What town does Jim live in?
4. Listening for detail Listen and find out.
5. Listening for 4 d.Listen to the description of the
sentence stress boy and the girl and draw them.
6. Extensive listening 5 e.Listen and underline the word
7. Listening for in the sentence that the speaker
specific says most strongly.
information 1 f.Listen to the story and decide
what is the best title for it.

31. ICPNA-Santyna july 2010
DIFFERENT TYPES OF LISTENING ACTIVITIES
&

32. ICPNA-Santyna july 2010
Many thanks to…
• Relo Andes
• ICPNA Chiclayo
• University of Oregon
• REFERENCES:
• BRUMFIT, C & JOHNSON, K (1979): The
Communicative Approach to Language teaching.
Oxford: Oxford University Press.
• Harmer, Jeremy. How to teach English.
Editorial Pearson