Integrating Receptive and Productive Skills in a Reading lesson

Muhammad AzamResearch Scholar

COMSATS Institute of Information Technology Lahore, Pakistan

Receptive Skills

• The receptive skills are listening and reading. Because learners do not need to produce language to do these, they receive and understand it.

• These skills are sometimes known as passive skills.

Receptive Skills

• The writer set up a listening activity and ask the students to fill the gaps by using There isn’t/aren’t and Is/Are there?.

• This introduced the pupils indirectly to some examples containing those forms without making them a conscious focus.

Productive Skills

• The productive skills are speaking and writing, because learners doing these need to produce language.

• They are also known as active skills.

Productive Skills

• For the sake of productive skill, the writer set up a pair speaking activity in which the students practiced What’s that?, What’s this?, What are these? and What are those?.

• In this activity, the pupils found the objects in the pictures on the left and test his/her partner about the objects.

Integrating Receptive and Productive Skills

• The integrated lesson draws on the lexical approach, encouraging learners to notice language while reading followed by activities involving the other three skills.

• As a result, teachers can potentially diversify methods and forms of classroom teaching and learning, improve learners’ overall and specific language competence.

Teaching Stages Which Utilizes A Reading Text

• (1) Eliciting ideas– Ask students if there is a baby in their family. How would

you feel if someone stole their baby? What would they do? Why do people steal babies?

• (2) Highlighting lexis and their meanings/Vocabulary– Check meaning of any words that may cause difficulty.

Teaching Stages Which Utilizes A Reading Text

• (3) Giving the title of the story– The objective of this stage is to prepare students mentally for the

prediction task.

• (4) Predicting text– Put students into pairs or small groups and ask them to predict the

story based on the words given.

• (5) Ordering jumbled paragraphs/Skimming

– The objectives of this stage are to apply group work in order to negotiate meaning and to do skimming.

Teaching Stages Which Utilizes A Reading Text

• (6) Listening for the right order

– The objective of this stage is to provide the correct order and a reason for gist reading

• (7) Reading comprehension– The objective of this stage is to focus on overall meaning or main

ideas in the text.

• (8) Acting out the story/Speaking– The objective of this stage is to measure students’ comprehension in

a fun, non verbal way.

Teaching Inductive Reasoning in Primary Education

Presented byMuhammad Azam

Inductive Reasoning

• Klauer (1989) defined inductive reasoning as the systematic and analytic comparison of objects aimed at discovering regularity in apparent chaos and irregularity in apparent order.

• Regularities and irregularities at the nominal level are recognized through comparing the attributes of elements, and comparisons at the ordinal level and the ratio level involve relationships among elements.

Reasons to Teach Inductive Reasoning

• 1. Our increasingly more complex society demands people to handle huge amounts of information that becomes dated quickly.

– pupils should not only be taught considerable amounts of knowledge and skills for reading, writing, and math, but they should also be equipped with general reasoning skills to order information processing.

Reasons to Teach Inductive Reasoning

• 2. Reading, writing, and math performances are dependent on general reasoning skills.

– For example, text comprehension is a constructive process that involves making inferences and integrating information from separate words and sentences. Basically, this process is inductive.

Teaching Procedure

• The process of transfer is on a low level

– It involves a simple application of conceptual and procedural knowledge in the same domain used for teaching the knowledge.

Teaching Procedure

• The process of transfer is on a middle level

– It refers to the use of strategic knowledge. This kind of knowledge relates to general cognitive strategies, such as elementary deductive and inductive reasoning rules and means–end analyses.

Teaching Procedure

• The highest process level of transfer

– It is connected to decontextualized knowledge, such as scientific thinking schemes, main ideas, and final learning goals. The transfer relies on mindful application of the schemes’ encompassing metacognitive strategies.

Method

• Visual material was applied to Grade 3

– Test for Inductive Reasoning (TIR). The near-transfer learning effects of the Program Inductive Reasoning with visual tasks were measured by means of the Test for Inductive Reasoning (TIR), which was specially designed for this research project

• Verbal material (text) was used for Grade 4– Tests for reading comprehension. Tests for reading comprehension

were used to measure the near-transfer learning effects of the program using verbal tasks and the far-transfer effects of the program using visual tasks.

Conclusion

• Pupils who followed the program with visual material showed greater learning effects than pupils who were taught using the program with verbal material.

• The common visual mode of the third-grade program and the far-transfer test induced better learning results.

Teachers’ perceptions of error:The effects of first language and

experience

Error Analysis

• In second language acquisition, error analysis studies the types and causes of language errors. Errors are classified

according to:– modality (i.e., level of proficiency in speaking, writing, reading,

listening)– linguistic levels (i.e., pronunciation, grammar, vocabulary, style)– form (e.g., omission, insertion, substitution)– type (systematic errors/errors in competence vs. occasional

errors/errors in performance)– cause (e.g., interference, interlanguage)– norm vs. system

Error Analysis

• In practice, error correction involves a threefold process of:

– identification– Evaluation– Correction

• Teachers might usefully choose to correct errors which are specific to the genre being produced, those which most disturb readers, those which most interfere with text comprehensibility or those which are made most consistently by the student.

Influence of certain Factors

• teachers’ evaluations of student writing seem susceptible to the influence of a variety of factors;– stereotyped expectations of students’ ethno-linguistic identities

– their training in ESL instruction

– their perception of whether writers are native or ESL students

Methodology

• The participants comprised three groups of 16 members each:

– a Japanese teacher group (JT)

– a group of native English speaking non-teachers living in London with little experience of Japan or the Japanese (NES)

– a group of native English speaking teachers from the UK (NST)

Methodology

• The participants comprised three groups of 16 members each:

– a Japanese teacher group (JT)

– a group of native English speaking non-teachers living in London with little experience of Japan or the Japanese (NES)

– a group of native English speaking teachers from the UK (NST)

• All participants were given a 150 word text on the topic of ‘beauty’ written by a freshman student (pre-intermediate level) at a Japanese women’s university

Methodology

• We used infringement of rules to refer to raters’ statements which focused on grammar, mentioning the inappropriate application of a rule or a failure to grasp a previous teaching point.

• intelligibility referred to statements mentioning ambiguity, flow hindrance, confusion, fluency, etc.

• A third category, other, included comments referring to non-native deviance, un-naturalness, and so on

Methodology

• L1 teachers of English are less lenient in correcting errors, find more errors, and employ infringement of rules as their main criterion in judging error gravity.

• The native English speaking teachers, in contrast, drew on both grammaticality and intelligibility in identifying errors, were more selective in correction by identifying far fewer errors, and saw appropriacy as a basis of error judgments.

Error Analysis of Written English Essays: The case of Students of the Preparatory Year Program in Saudi

Arabia

Error Analysis

• The field of error analysis (EA) in Second Language Acquisition was established in the 1970s by Corder and his colleagues.

• EA is a type of linguistic study that focuses on the errors learners make. It consists of a comparison between the errors made in target language (TL) and within that TL itself.

Error Analysis

• EA have two objectives;

– The theoretical object is to understand what and how a learner learns when he studies an second language (L2).

– The applied object is to enable the learner to learn more efficiently by using the knowledge of his dialect for pedagogical purposes.

Error Analysis

• Error analysis help the teachers in three ways;

• firstly to correct their errors,

• secondly to improve their teaching

• thirdly to focus on those area that need reinforcement

Methodology

• The written essays of 32 participants of the chosen university. The topics given in the essays were general but argumentative in nature.

• Ha'il University campus, my city, car accidents, shopping, or my favorite season.

• The participants were asked to write a well-developed essay from 150 to 200 words within one hour during one of their English classes.

Data Analysis

• Corder's (1967) method on error analysis was used.

This method has three steps:

• (1)collection of sample errors, • (2) identification of errors and • (3) description of errors.

Conclusion

• The Arabic speakers in this study committed ten common errors;

• verb tense, • word order, • subject/verb agreement, • pronouns, • spellings, • capitalization,• prepositions, • articles, • double negatives • sentence fragments.

Conclusion

• The overt influences of Arabic on the students' writing of English indicate that language teachers need to take careful stock of the transfer and interference of the students' mother tongue in their spoken or written production.

• The influences of the mother tongues on the students' learning of English is to collect these errors and ask the students to analyze them and if they could to correct them