hasbi sjamsir,. productive language skills

8/7/2019 HASBI SJAMSIR,. Productive Language Skills

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Productive language skills: writing andProductive language skills: writing and

speakingspeaking

Lectured byLectured by

hasbihasbi SJAMSIRSJAMSIR

CREATED BY GROUP 1:MUH. KHOZIN

SETYA ARIANI

WORO KUSMARYANI

YUSWO ADIFATONI


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Productive language skills: writingProductive language skills: writing

and speakingand speaking

WRITING* Writing systems.

* The stages of writing.

* Errors in writing.

SPEAKING* Characteristics of speech and stages in the

speaking process.* Syntactic planning.* Lexicalization.* Speech errors.


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* Writing systems.* Writing systems.

What is writing?

Writing is a method of representing

language in visual or tactile form. Writing

systems use sets of symbols to represent

the sounds of speech, and may also have

symbols for such things as punctuation

and numerals.


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Definitions of writing systemsDefinitions of writing systems

y a system of more or less permanent marks usedto represent an utterance in such a way that itcan be recovered more or less exactly withoutthe intervention of the utterer.

From The World's Writing Systemsy a set of visible or tactile signs used to represent

units of language in a systematic way, with thepurpose of recording messages which can beretrieved by everyone who knows the language in

question and the rules by virtue of which its unitsare encoded in the writing system.From the The Blackwell Encyclopedia of WritingsSystems


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Types of writing systemTypes of writing system

Writing systems can be divided into two main types:those that represent consonants and vowels(alphabets), and those which represent syllables(syllabaries), though some do both. There are anumber of subdivisions of each type, and there are

different classifications of writing systems in differentsources.

y Abjads / Consonant Alphabets

y Alphabets

y Syllabic Alphabets / Abugidas

y Syllabaries

y Semanto-phonetic writing systems

y Undeciphered writing systems


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Other writing and communicationOther writing and communication

systemssystemsy Alternative scripts - alternative scripts for English

and other languages

y Phonetic alphabets - writing systems that can beused to phonetically indicate the pronunciation ofany language

y Other notation systems - Braille, Shorthand, etc.

y Language-based communication systems - MorseCode, Semaphore, etc.

y Magical alphabet - Enochian, Theban, etc.

y Fictional scripts - writing systems used in books,films and computer games


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* The stages of writing.* The stages of writing.

Gardner and Johnson (1997) describe thestages of the writing process:

"Writing is a fluid process created by

writers as they work. Accomplishedwriters move back and forth between thestages of the process, both consciouslyand unconsciously. Young writers, however,

benefit from the structure and security offollowing the writing process in theirwriting.


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Prewriting. Students generate ideas for writing:brainstorming; reading literature; creating life maps,webs, and story charts; developing word banks;deciding on form, audience, voice, and purpose aswell as through teacher motivation.

Rough Draft. Students get their ideas on paper.They write without concern for conventions.Written work does not have to be neat; it is a

'sloppy copy.' Reread. Students proof their own work by reading

aloud and reading for sensibility.


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Share with a Peer Revisor. Students share andmake suggestions for improvement: asking who, what,

when, where, why, and how questions about parts

of the story the peer does not understand; looking

for better words; and talking about how to makethe work better.

Revise. Improve what the narrative says and how it

says it: write additions, imagery, and details. Take out

unnecessary work. Use peer suggestions toimprove. Clarify.


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Editing. Work together on editing for mechanics andspelling. Make sure the work is 'goof proof.'

Final Draft. Students produce their final copyto discuss

with the teacher and write a final draft.

Publishing. Students publish their written pieces: sendingtheir work to publishers; reading their finished story

aloud, making books. This is a time to celebrate!

In actuality, the writing process is not a highly

organized linear process, but rather a continualmovement between the different steps of the

writing model."


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Developmental Writing StagesDevelopmental Writing Stages

Your child has been learning to writesince he could hold a crayon. Below arethe developmental stages of writing your

child will go through. It is meant to giveyou an idea of where your child is inwriting development. Watch this year asyour child progresses through the stages.

Every child progresses at a different rate,so your child may not be at the same levelas others.


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1. Scribbling.

2. Letter-like Symbols.3. Strings of Letters.

4. Beginning Sounds Emerge.

5. Consonants Represent Words.6. Initial, Middle, and Final Sounds.

7. Transitional Phases.

8. Standard Spelling.


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* Errors in writing.* Errors in writing.

y The Apostrophe

y Contractions

y Quotation

y Split Infinitives

y Agreementy Misplaced Modifiers

y Redundant Comparatives

y Dramatic Overstatement

y

Transposablesy "Could have" etc.

y Informality

y Miscellaneous


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* Characteristics of speech and* Characteristics of speech and

stages in the speaking process.stages in the speaking process.CHARACTERISTICS OF SPEECHSpeech characteristics can be roughly

described by a few major features: speech

flow, loudness, intonation and intensity of

overtones. Speech flowdescribes the

speed at which utterances are produced

as well as the number and duration oftemporary breaks in speaking.


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Loudness reflects the amount of energy

associated with the articulation ofutterances and, when regarded as a time-

varying quantity, the speaker's dynamic

expressiveness. Intonation is the manner of

producing utterances with respect to riseand fall in pitch, and leads to tonal shifts in

either direction of the speaker's mean

vocal pitch. Overtones are the higher toneswhich faintly accompany a fundamental

tone, thus being responsible for the tonal

diversity of sounds.


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STAGES OF SPEECHSTAGES OF SPEECH

1. RESPIRATION

2. PHONATION

3. RESONANCE

4. ARTICULATION


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Speech DevelopmentSpeech Development

Newborn to 3 monthsBabies begin to coo and gurgle at 1 to 3

months.

3 to 6 monthsBabies at this age enjoy making sounds.

6 to 9 months

Babies will babble at this age.9 to 12 months

Babies will say their first words during this

time.


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12 to 18 months

Kids this age will continue to improve their

communication skills.18 to 24 months

Toddlers at this age will greatly increase their

vocabulary and ability to understand.

2 yearsTwo-year-olds talk in sentences.

3 years

Three-year-olds have greatly expanded language skills.

4 years

Four-year-olds make good use of their language skills.

5 years

Five-year-olds can understand harder concepts and

begin to increase their vocabulary.


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* Syntactic planning.* Syntactic planning.

What factors influence syntactic planningprocesses?

Clauses as Planning Unitsy Bock & Cutting (1992): Clauses are planned

as encapsulated units.y Prepositional Phrase (PP):y The report of the destructive firey The report of the destructive firesy Embedded Clause:y The report that they controlled the firey The report that they controlled the fires


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y --- spoken sentence completion task

y

--- looked for errors in number agreementwhen head noun and local noun

y mismatched in number (report, fires)

y

--- more agreement errors following PPs thanfollowing embedded clauses

y --- clauses are planned separately, so that local

noun number does not

y interfere with head noun number


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Planning within Clauses

y How is planning organized within clauses?

y

What properties of phrases determine how they areplanned?

y In comprehension, different prepositions influence headnoun availability

y for attachment of relative clauses (e.g., Gilboy et al., 1995).

y Of increases head attachment probability compared to with.y Different prepositions may influence coordination of

phrases.

y Relevant property:

y --- argument/adjunct distinction?

y --- semantic integration?


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* Lexicalization.* Lexicalization.

One of the basic goals of lexicalsemantic theory is to provide aspecification of word meanings in terms

of semantic components and combinatoryrelations among them.

Moreover there is a strong correlationbetween each combination of meaning

components and the syntacticconstructions allowed by the wordsdisplaying them


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* Speech errors.* Speech errors.

1 - Everyday Speech Errors1.1 Slips of the Tongue1.2 Spoonerisms1.3 The "Tip of the Tongue"Phenomenon1.4 Malapropisms2 - Hesitations as Indicators of Thinking

Time2.1 Lindsley's Work2.2 Butterworth's Work2.3 Developmental Data


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hasbi sjamsir,. productive language skills

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