PRINCIPLES FOR LANGUAGE TEACHING ACROSS MACRO-SKILLS

PRINCIPLES FOR TEACHING LISTENING SKILLS

Several decades of research and practice in teaching listening comprehension have yielded some practical principles
for designing classroom aural comprehension techniques. These principles should help you to create your own techniques
and activities. Some of them, especially the second and third, actually apply to any technique; the others are more
germane to listening.
1. Include a focus on listening in an integrated-skills course.
Assuming that your curriculum is dedicated to the integration of all four skills, remember that each of the
separate skills deserves special focus in appropriate doses. It is easy to adopt a philosophy of just letting students
“experience” language without attention to component skills Because aural comprehension itself cannot be
overtly “ observed” (see #4 below), teachers sometimes incorrectly assume that the input provided in the
classroom will always be converted into intake. The creation of effective listening techniques requires studied
attention to all the principles of listening already summarized in this chapter.

2. Use techniques that are intrinsically motivating.

Appeal to listeners’ personal interest and goals. Since background information (schemata) is an important
factor in listening, take into full account the experiences, goals, and abilities of your students as you design
lessons. Also, remember that the cultural background(s) of your students can be both facilitating and interfering in
the process of listening. Then, once a technique is launched is launched, try to construct it in such a way that
students are caught up in the activity and feel self-propelled toward its final objective.

3. Utilize authentic language and contexts.

Authentic language and real-world tasks enable students to see the relevance of classroom activity to their
long-term communicative goals. If you introduce natural texts (for a list of real-world texts, see page 288) rather
than concocted, artificial material, students will more readily dive into the activity.

4. Carefully consider the form of listeners’ responses.

Comprehension itself is not externally observable. We cannot peer into a learners’ brain through a little
window and empirically observe what is stored there after someone else has said something. We can only infer
that certain things have been comprehended through students’ overt (verbal or nonverbal) responses to speech. It
is therefore important for teachers to design techniques in such a way that students’ responses indicate whether or
not their comprehension has been correct. Lund (1990) offered nine different ways that we can check listeners’
comprehension:
 doing-the listener responds physically to a command
 choosing-the listener selects from alternatives such as pictures, objects, and texts
 transferring-the listener draws a picture of what is heard
 answering- the listener answers questions about the message
 condensing-the listener outlines or takes notes on a lecture
 extending-the listener provides an ending to a story heard
 duplicating-the listener translates the message into the native language or repeats it verbatim
 modeling-the listener orders a meal, for example, after listening to a model order
 conversing-the listener engages in a conversation that indicates appropriate processing of information

5. Encourage the development of listening strategies.

Most foreign language students are simply not aware of how to listen. One of you job is to equip them
with listening strategies that extend beyond the classroom. Draw their attention to the value of such strategies as
 Looking for key words
 Looking for nonverbal cues to meaning
 Predicting a speaker’s purpose by the context of the spoken discourse
 Associating information with one’s existing cognitive structure (activating background information)
  Guessing at meanings
 Seeking clarification
 Listening for he general gist
 Various test-taking strategies for listening comprehension
As you “teach learners how to learn” by helping them to develop their overall strategic competence, strategies for
effective listening can become a highly significant part of their chances for successful learning.
6. Include both bottom-up and top-down listening techniques.
Speech-processing theory distinguishes between two types of processing in both listening and reading
comprehension. Bottom-up processing proceeds from sounds to words to grammatical relationships to lexical
meanings, etc., to a final “message”. Top-down processing is evoked from “a bank of prior knowledge and global
expectations” (Morley, 1991a, p.87) and other background information (schemata) that the listener brings to the
text. Bottom-up techniques typically focus on sounds, words, intonation, grammatical structures, and other
components of spoken language. Top-down techniques are more concerned with the activation of schemata, with
deriving meaning, with global understanding, and with the interpretation of a text. It is important for learners to
operate from both directions since both can offer keys to determining the meaning of spoken discourse. But in a
communicative, interactive context, you don’t want to dwell too heavily on the bottom-up, for to do so may
hamper the development of a learner’s all-important automatically in processing speech.

PRINCIPLES FOR TEACHING SPEAKING SKILLS

1. Focus on both fluency and accuracy, depending on your objective.
In our current zeal for interactive language teaching, we can easily slip into a pattern of providing zesty
content-based, interactive activities that don’t capitalize on grammatical pointers or pronunciation tips. We need
to bear in mind a spectrum of learner needs, from language-based focus on accuracy to message-based focus on
interaction, meaning, and fluency. When you do a jigsaw group technique, play a game, or discuss solutions to the
environmental crisis, make sure that your tasks have a linguistic (language-based) objective, and seize the
opportunity to help students to perceive and use the building blocks of language. At the same time, don’t bore
your students to death with lifeless, repetitious drills. As noted above, make any drilling you do as meaningful as
possible.

2. Provide intrinsically motivating techniques.

Try at all times to appeal to students’ ultimate goals and interests to their need for knowledge, for status,
for achieving competence and autonomy, and for “being all that they can be.” Even in those techniques that don’t
send students into ecstasy, help them to see how the activity will benefit them. Often students don’t know why we
ask them to do certain things; it usually pays to tell them.

3. Encourage the use of authentic language in meaningful contexts.

This theme has been played time and again in this book, but one more reminder shouldn’t hurt! It is not
easy to keep coming up with meaningful interaction. We all succumb to the temptation to do, say, disconnected
little grammar exercises where we go around the room calling on students one by one to pick the right answer. It
takes energy and creativity to devise authentic contexts and meaningful interaction, but with the help of a
storehouse of teacher resource material can be done. Even drills can be structured to provide a sense of
authenticity.

4. Provide appropriate feedback and correction.

In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. In
ESL situations, they may get such feedback “out there” beyond the classroom, but even then you are in a position
to be of great benefit. It is important that you take advantage of your knowledge of English to inject the kinds of
corrective feedback that are appropriate for the moment.
5. Capitalize on the natural link between speaking and listening.
Many interactive techniques that involve speaking will also of course include listening. Don’t lose out an
opportunities to integrate these two skills. As you are perhaps focusing on speaking goals, listening goals may
naturally coincide, and the two skills can reinforce each other. Skills in producing language are often initiated
through comprehension.

6. Give students opportunities to initiate oral communication.

A good deal of typical classroom interaction is characterized by teacher initiation of language. We ask
questions, give directions, and provide information, and students have been conditioned only to “speak when
spoken to”. Part of oral communication competence is the ability to initiate conversations, to nominate topics, to
ask questions, to control conversations, and to change the subject. As you design and use speaking techniques, ask
yourself if you have allowed students to initiate language.

7. Encourage the development of speaking strategies.

The concept of strategic competence is one that few beginning language students are aware of. They
simply have not thought about developing their own personal strategies for accomplishing oral communicative
purposes. Your classroom can be one in which students become aware of, and have a chance to practice, such
strategies as

 asking for clarification (What?)

 asking someone to repeat something (Huh? Excuse me?)
 using fillers( Uh, I mean, Well) in order to gain time to process
 using conversation maintenance cues (Uh-uh, Right, Yeah, Okay, Hm)
 getting someone’s attention (Hey, Say, So)
 using paraphrases for structures one can’t produce
 appealing for assistance from the interlocutor (to get a word or phrase, for example)
 using formulaic expressions (at the survival stage) (How much does ___ cost? How do you get to the
____?)
 using mime and nonverbal expressions to convey meaning

PRINCIPLES FOR TEACHING READING SKILLS

1. In an integrated course, don’t overlook a specific focus on reading skills.

ESL students who are literate in their own language sometimes are left to their own devices when it
comes to learning reading skills. We often assume that they will learn goof reading simple by absorption
through generous offerings of extensive reading opportunities. In reality, there is much to be gained by your
focusing on reading skills. This chapter has provided some guidelines on how to direct that focus. On the
other hand, it should be clear from previous comments in this chapter that it is important to make sure that
your students have ample time for extensive reading. Sustained silent reading allows them to develop a sense
of fluency. Also, silent reading then becomes an excellent method for self-instruction on the part of the
learner.

2. Use techniques that are intrinsically motivating.

What do you think makes for interesting and relevant reading for your students? Of the long list of genres
at the beginning of this chapter, how many will your students encounter in “real life”? Use those texts. What
are your students’ goals in learning to read English? Focus on those goals. Choose material that is relevant to
those goals.
 One popular and intrinsically motivating approach to reading instruction is the Language Experience
Approach (LEA), where students create their own material for reading. Other approaches in which learners
are given choices in selecting reading material offer a degree of intrinsic motivation. Carefully sequenced
readings and instructional strategies that are success-oriented give further intrinsic involvement in the
process. Another way to enhance intrinsic motives is to offer opportunities for learners to gauge their progress
through periodic instructor-initiated assessments and self-assessments.

3. Balance authentic and readability in choosing texts.

By now, the importance of authentic language should be more than clear. But in teaching reading, one
issue that has invited some controversy is the advisability of what are called “simplified texts”, in which an
otherwise authentic text is edited to keep language within the proficiency level of a set of students. In order
for you to make decision on this issue, it is important to distinguish between (a) simple texts and (b)
simplified texts and to understand sources of complexity in reading material.
Authentic simple texts can either be devised or located in the real world. From ads to labels to reports to
essays, texts are available that are grammatically and lexically simple. Simplifying an existing potential
reading selection may not be necessary. Yet if simplification must be done, it is important to preserve the
natural redundancy, humor, wit, and other captivating features of the original material.
Second, you might ask yourself what “simplicity” is and then determine is a so-called simplified text is
really simpler than its original. Sometimes simplified texts remove so much natural redundancy that they
actually become difficult. And what you perceive as textual complexity may be more a product of background
schemata than of linguistic complexity. Take another look at the list of characteristics of written language
earlier in this chapter and you will no doubt see what it is that makes a text difficult. In light of those criteria,
is a simplified text really simpler? The answer may be no. Richard Day and Julian Bamford (1998, p.53), in
warning against “the cult of authenticity and the myth of simplification,” contented that our CLT approach
has overemphasized the need for so-called authenticity, and that there is indeed a place for simplified texts in
reading instruction.
Christine Nuttall (1996) offered three criteria for choosing reading texts for students: (1) suitability of
content: material that students will find interesting, enjoyable, challenging, and appropriate for their goals in
learning English; (2) exploitability; a text that facilitates the achievement of certain language and content
goals, that is exploitable for instructional tasks and techniques, and that is integratable with other skills
(listening, speaking, writing); (3) readability: a text with lexical and structural difficulty that will challenge
students without overwhelming them.

4. Encourage the development of reading strategies.

Reading strategies have been discussed. To what extent are you getting you students to use all these
strategies?

5. Include both bottom-up and top-down techniques.

In our craze for communicative, authentic language activity in the classroom, we sometimes forget that
learnings can indeed benefit from studying the fundamentals. Make sure that you give enough classroom time
to focusing on the building blocks of written language, geared appropriately for each level.

6. Follow the SQ3R sequence.

One effective series of procedures for approaching a reading text has come to be labeled the SQ3R
technique, a process consisting of the following five steps:

1. Survey: Skim the text for an overview of main ideas.

2. Question: The reader asks questions about what he or she wishes to get out of the text.
3. Read: Read the text while looking for answers to the previously formulated questions.
4. Recite: Reprocess the salient points of the text through oral or written language.
5. Review: Assess the importance of what one has just read and incorporate it into long-term
associations.
 This series of techniques of course may not fit all classes and contexts, but it serves as a general guide
for a reading class.

7. Plan on pre-reading, during- reading, and after-reading phases.

It’s tempting, especially at intermediate and advanced levels, to tell students, “Okay now, class, read the next
two pages silently.” No introduction, no hints on anything special to do while reading, and nary a thought
about something to follow the silent reading period. A good rubric to keep in mind for teaching reading is the
following three-part framework:

1. Before you read: Spend some time introducing a topic, encouraging skimming, scanning, predicting, and
activating schemata. Students can bring the best of their knowledge and skills to a text when they have
been given a chance to “ease into” the passage.
2. While you read: Not all reading is simply extensive or global reading. There may be certain facts or
rhetorical devices that students should take note of while they read. Give students a sense of purpose for
reading rather than just reading because you ordered it.
3. After you read: Comprehension questions are just one from of activity appropriate for postreading. Also
consider vocabulary study, identifying the author’s purpose, discussing the author’s line of reasoning,
examining grammatical structures, or steering students toward a follow-up writing exercise.

8. Build an assessment aspect into your techniques.

Because reading, like listening comprehension, is totally unobservable (we have to infer comprehension from
other behavior), it is as important in reading as it is in listening to be able to accurately assess students’
comprehension and development of skills. Consider some of the following overt responses (modeled after the
list in Chapter 18 for listening) that indicate comprehension:

1. Doing-the reader responds physically to a command.

2. Choosing-the reader selects from alternatives posed orally or in writing.
3. Transferring-the reader summarizes orally what is read.
4. Answering-the reader answers questions about the passage.
5. Condensing-the reader outlines or takes notes on a passage.
6. Extending-the reader provides an ending to a story.
7. Duplicating-the reader translates the message into the native language or copies it (beginning level,
for very short passages only).
8. Modeling-the reader puts together a toy, for example, after reading directions for assembly.
9. Conversing-the reader engages in a conversation that indicates appropriate processing of information.

PRINCIPLES FOR TEACHING WRITING SKILLS

Out of all of these characteristics of the written word, along with micro- and macro-skills and research
issues, a number of specific principles for teaching writing skills emerge.
1. Incorporate practices of “good” writers.
This first guideline is sweeping. But as you contemplate devising a technique that has a writing goal in it,
consider the various things that efficient writers do, and see if your technique includes some of these practices.
For example, good writers

 Focus on a goal or main idea in writing,

 Perceptively gauge their audience,
 Spend some time (but not too much!) planning to write,
 Easily let their first ideas flow onto the paper,
  Follow a general organizational plan as they write,
 Solicit and utilize feedback on their writing,
 Are not wedded to certain surface structures,
 Revise their work willingly and efficiently,
 Patiently make as many revisions as needed.

2. Balance process and product.

Because writing is a composing process and usually requires multiple drafts before an effective product is
created, make sure that students are carefully led through appropriate stages in the process of composing. This
includes careful attention to your own role as a guide and as a responder (see #8). At the same time, don’t get so
caught up in the stages leading up to the final product that you lose sight of the ultimate attainment: a clear,
articulate, well- organized, effective piece of writing. Make sure students see that everything leading up to this
final creation was worth the effort.

3. Account for cultural/ literary backgrounds.

Make sure that your techniques do not assume that your students know English rhetorical conventions. If
there are some apparent contrasts between students’ native traditions and those that you are trying to teach, try to
help students to understand what it is, exactly, that they are accustomed to and then, by degrees, bring them to the
use of acceptable English rhetoric.

4. Connect reading and writing.

Clearly, students learn to write in part by carefully observing what is already written. That is, they learn
by observing, or reading, the written word. By reading and studying a variety of relevant types of text, students
can gain important insights both about how they should write and about subject matter that may become the topic
of their writing.

5. Provide as much authentic writing as possible.

Whether writing is real writing or for display, it can still be authentic in that the purposes for writing are
clear to the students, the audience is specified overtly, and there is at least some intent to convey meaning.
Sharing writing with other students in the class is one way to add authenticity. Publishing a class newsletter,
writing letters to people outside of class, writing a script for a skit or dramatic presentation, writing a resume,
writing advertisement-all these can be seen as authentic writing.

6. Frame your techniques in terms of prewriting, drafting, and revising stages.

Process writing approaches tend to be framed in three stages of writing. The prewriting stages encourages the
generation of ideas, which can happen in numerous ways:

 Reading (extensively) a passage

 Skimming and/or scanning a passage
 Conducting some outside research
 Brainstorming (see below)
 Listing (in writing-individually)
 Clustering (begin with a key word, then add other words, using free association)
 Discussing a topic or question
 Instructor-initiated questions and probes
 Free writing (see below)
The drafting and revising stages are the core of process writing. In traditional approaches to writing
instruction, students either are given times in-class compositions to write from start to finish within a class hour,
or they are given a homework writing assignment. The first option gives no opportunity for systematic drafting,
and the second assumes that if students did any drafting at all, they would simply have to learn the tricks of the
 trade on their own. In a process approach, drafting is viewed as an important and complex set of strategies, the
mastery of which takes time, patience, and trained instruction.

Several strategies and skills apply to the drafting/ revising process in writing:

 getting started (adapting the freewriting technique)

 “optimal” monitoring of one’s writing (without premature editing and diverted attention to wording,
grammar, etc.)
 peer-reviewing for content (accepting/using classmates’ comments)
 using the instructor’s feedback
 editing for grammatical errors
 “read-aloud” technique (in small groups or pairs, students read their almost-final drafts to each other
for a final check on errors, flow of ideas, etc.)
 proofreading

Reference: Brown, H.D. (2007). Teaching by Principles. 3rd ed. USA: Pearson Education, Inc.