PKB 3105 ENGLISH LANGUAGE TEACHING

METHODOLOGY
TOPIC
1
UNDERSTANDING LANGUAGE
1 HR
SYNOPSIS
In this topic you will be exposed to the definition and concept of language,
the communication process, the components of language and the factors
affecting language learning and acquisition.

LEARNING OUTCOME
i. Understand the definition and concept of language
ii. Identify aspects of language acquisition and language learning
iii. Explain the communication process.
iv. Identify the components of language.
v. Explain factors affecting language learning
vi. Explain the assessment of listening comprehension
vii. Identify and apply techniques of teaching listening comprehension
in different contexts..
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
Conceptual Framewor of !opics
2
Understanding
"anguage
#.$ !he Comunication %rocess
#.& Factors affecting language learning '
acquisition
#.&.# Cognitive
#.&.$ Environment
#.&.( )e*ala sosial
#.( Components of language
#.(.# +ementics #.(.& +yntax
#.(.$ %honology #.(., %ragnatics
#.(.( -orphology
#.# Introduction to ."anguage
/efinition
Concept
PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
1.1 Introduction to Language
Language is c!!n " a## $u!ans% Man& scia# scien"is"s an' ($i#s($e)s sa&
i"*s "$is a+i#i"& " use #anguage s&!+#ica##& "$a" !a,es us -$u!an%.
T$ug$ i" !a& +e a uni/e)sa# $u!an a"")i+u"e0 #anguage is $a)'#& si!(#e%
1.1.1 Deinition o Language
S!e sa& i" is a +'& 1 2)'s an' "$e s&s"e!s 1) "$ei) use c!!n " a
(e(#e 2$ a)e 1 "$e sa!e c!!uni"& ) na"in0 "$e sa!e geg)a($ica#
a)ea0 ) "$e sa!e cu#"u)a# ")a'i"in%
I" can a#s !ean c!!unica"in +& /ice in "$e 'is"inc"i/e#& $u!an
!anne)0 using a)+i")a)& sun's in cn/en"ina# 2a&s 2i"$ cn/en"ina#
!eanings%
I" is a#s "$e s&s"e! 1 #inguis"ic signs ) s&!+#s cnsi'e)e' in "$e
a+s")ac" 3 as ((se' " s(eec$4%
I" is an& se" ) s&s"e! 1 suc$ s&!+#s as use' in a !)e ) #ess uni1)!
1as$in +& a nu!+e) 1 (e(#e0 2$ a)e "$us ena+#e' " c!!unica"e
in"e##igi+#& 2i"$ ne an"$e)%
I" is a#s an& s&s"e! 1 1)!a#i5e' s&!+#s0 signs0 sun's0 ges"u)es0 ) "$e
#i,e use' ) cncei/e' as a !eans 1 c!!unica"ing "$ug$"0 e!"in0
e"c%I" is a#s "$e #anguage 1 !a"$e!a"ics%
1.1.! Conce"t o Language
T)ans1)!a"ina# Gene"i/e G)a!!a)a "$e)& 'e/e#(e' +& Na! C$!s,&
+e"2een 1650 an' 1670 cn"ains "$e i'ea "$a" a sen"ence $as "2 !eanings 2i"$in
i"% T$e "2 inc#u'e a 'ee( s")uc"u)e an' a su)1ace s")uc"u)e% T$e 'ee( s")uc"u)e is
"$e se!an"ic )e#a"ins$i(s 2i"$in "$e sen"ence an' "$e su)1ace s")uc"u)e 1##2s "$e
($n#gica# 1)! 1 "$e sen"ence% He +e#ie/e' "$a" #anguage 'i' n" $a/e "$e
sa!e 'ee( s")uc"u)e in a## #anguages +u" )a"$e) #anguages $a' si!i#a)i"ies 1
s")uc"u)e% In "$e 1660s0 C$!s,& c$ange' $is "$e)& " a ne2 "$e)& s"a"ing "$a"
"$e s")uc"u)es 2e)e n #nge) "$e n#& !ain c!(nen"s 1 a sen"ence% He
sugges"e' "$a" sen"ence s")uc"u)e inc#u'e' Lgica# 8)! an' P$ne"ic 8)!% T$is
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
$e#( c$i#')en un'e)s"an' "$a" s(eec$ can c!e in "$e 1)! 1 2)i"ing%T$e)e1)e0
2e !us" 'e/e#( c$i#')en9s un'e)s"an'ing "$a" 2)i"ing is a !essage in "$e 1)! 1
()in" an' "$a" ()in" is cns"an"% :e !us" a#s s$2 "$a" 2)i""en #anguage is 1"en
'i11e)en" 1)! s(,en #anguage% :e !us" "eac$ "$a" nu!+e)s0 #e""e)s an' 2)'s
a)e 'i11e)en"% Teac$e)s !us" a#s s$2 "$e 'i11e)ence +e"2een a #e""e)0 a 2)' an'
a sen"ence% :e $a/e " $e#( c$i#')en un'e)s"an' "$a" a #e""e) ) #e""e)s )e()esen" a
sun' 2i"$in a 2)'% :e !us" s$2 "$e! "$a" 2)'s 1)! sen"ences an'
sen"ences 1)! !essages ) s")ies% T$e un'e)s"an'ing 1 "$e c))ec" usage 1
#anguage 2i## ena+#e an' ease "$e c!!unica"in ()cess%
1.! T#e co$$unication "roce%%
C!!unica"in is a ()cess 1 e;c$anging /e)+a# an' nn /e)+a# !essages% I" is a
cn"inuus ()cess% P)e<)e=uisi"e 1 c!!unica"in is a !essage% T$is !essage
!us" +e cn/e&e' "$)ug$ s!e !e'iu! " "$e )eci(ien"% I" is essen"ia# "$a" "$is
!essage !us" +e un'e)s"' +& "$e )eci(ien" in "$e sa!e "e)!s as in"en'e' +& "$e
sen'e)% He !us" )es(n' 2i"$in a "i!e 1)a!e% T$us0 c!!unica"in is a "2 2a&
()cess an' is inc!(#e"e 2i"$u" a 1ee'+ac, 1)! "$e )eci(ien" " "$e sen'e) n
$2 2e## "$e !essage is un'e)s"' +& $i!%
Communication Process
1%>%1 T$e !ain components of communication process a)e as 1##2s?
1% Context - C!!unica"in is a11ec"e' +& "$e cn"e;" in 2$ic$ i" "a,es
(#ace% T$is cn"e;" !a& +e ($&sica#0 scia#0 c$)n#gica# ) cu#"u)a#%
E/e)& c!!unica"in ()cee's 2i"$ cn"e;"% T$e sen'e) c$ses "$e
!essage " c!!unica"e 2i"$in a cn"e;"%
>% Sender / Encoder T"$e Sen'e) @ Enc'e) is a (e)sn 2$ sen's "$e
!essage% A sen'e) !a,es use 1 s&!+#s 32)'s ) g)a($ic ) /isua# ai's4
" cn/e& "$e !essage an' ()'uce "$e )e=ui)e' )es(nse% 8) ins"ance < a
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
")aining !anage) cn'uc"ing ")aining 1) ne2 +a"c$ 1 e!(#&ees% Sen'e)
!a& +e an in'i/i'ua# ) a g)u( ) an )gani5a"in% T$e /ie2s0
+ac,g)un'0 a(()ac$0 s,i##s0 c!(e"encies0 an' ,n2#e'ge 1 "$e sen'e)
$a/e a g)ea" i!(ac" n "$e !essage% T$e /e)+a# an' nn /e)+a# s&!+#s
c$sen a)e essen"ia# in asce)"aining in"e)()e"a"in 1 "$e !essage +& "$e
)eci(ien" in "$e sa!e "e)!s as in"en'e' +& "$e sen'e)%
3% Message - Message is a ,e& i'ea "$a" "$e sen'e) 2an"s " c!!unica"e% I"
is a sign "$a" e#ici"s "$e )es(nse 1 )eci(ien"% C!!unica"in ()cess
+egins 2i"$ 'eci'ing a+u" "$e !essage " +e cn/e&e'% I" !us" +e ensu)e'
"$a" "$e !ain +Aec"i/e 1 "$e !essage is c#ea)%
B% Medium - Me'iu! is a !eans use' " e;c$ange @ ")ans!i" "$e !essage%
T$e sen'e) !us" c$se an a(()()ia"e !e'iu! 1) ")ans!i""ing "$e
!essage e#se "$e !essage !ig$" n" +e cn/e&e' " "$e 'esi)e' )eci(ien"s%
T$e c$ice 1 a(()()ia"e !e'iu! 1 c!!unica"in is essen"ia# 1)
!a,ing "$e !essage e11ec"i/e an' c))ec"#& in"e)()e"e' +& "$e )eci(ien"%
T$is c$ice 1 c!!unica"in !e'iu! /a)ies 'e(en'ing u(n "$e 1ea"u)es
1 c!!unica"in% 8) ins"ance < :)i""en !e'iu! is c$sen 2$en a
!essage $as " +e cn/e&e' " a s!a## g)u( 1 (e(#e0 2$i#e an )a#
!e'iu! is c$sen 2$en s(n"aneus 1ee'+ac, is )e=ui)e' 1)! "$e
)eci(ien" as !isun'e)s"an'ings a)e c#ea)e' "$en an' "$e)e%
5% Recipient / Decoder - Ceci(ien" @ Dec'e) is a (e)sn 1) 2$! "$e
!essage is in"en'e' @ ai!e' @ "a)ge"e'% T$e 'eg)ee " 2$ic$ "$e 'ec'e)
un'e)s"an's "$e !essage is 'e(en'en" u(n /a)ius 1ac")s suc$ as
,n2#e'ge 1 )eci(ien"0 "$ei) )es(nsi/eness " "$e !essage0 an' "$e
)e#iance 1 enc'e) n 'ec'e)%
7% Feedback - 8ee'+ac, is "$e !ain c!(nen" 1 c!!unica"in ()cess as
i" (e)!i"s "$e sen'e) " ana#&5e "$e e11icac& 1 "$e !essage% I" $e#(s "$e
sen'e) in cn1i)!ing "$e c))ec" in"e)()e"a"in 1 !essage +& "$e 'ec'e)%
8ee'+ac, !a& +e /e)+a# 3"$)ug$ 2)'s4 ) nn</e)+a# 3in 1)! 1 s!i#es0
sig$s0 e"c%4% I" !a& "a,e 2)i""en 1)! a#s in 1)! 1 !e!s0 )e()"s0 e"c%
1!! Communication "arriers - Reasons for Communication "reakdo#n
C!!unica"in is a ()cess +eginning 2i"$ a sen'e) 2$ enc'es "$e !essage
an' (asses i" "$)ug$ s!e c$anne# " "$e )ecei/e) 2$ 'ec'es "$e !essage%
C!!unica"in is 1)ui"1u# i1 an' n#& i1 "$e !essages sen" +& "$e sen'e) is
in"e)()e"e' 2i"$ "$e sa!e !eaning +& "$e )ecei/e)% I1 an& ,in' 1 'is"u)+ance
+#c,s an& s"e( 1 c!!unica"in0 "$e !essage 2i## +e 'es")&e'% Due " suc$
'is"u)+ances0 !anage)s in an )gani5a"in 1ace se/e)e ()+#e!s% T$us "$e
!anage)s !us" #ca"e suc$ +a))ie)s an' "a,e s"e(s " ge" )i' 1 "$e!%
T$e)e a)e se/e)a# +a))ie)s "$a" a11ec"s "$e 1#2 1 c!!unica"in in an
)gani5a"in% T$ese +a))ie)s in"e))u(" "$e 1#2 1 c!!unica"in 1)! "$e sen'e)
" "$e )ecie/e)0 "$us !a,ing c!!unica"in ine11ec"i/e% I" is essen"ia# 1)
!anage)s " /e)c!e "$ese +a))ie)s% T$e !ain +a))ie)s 1 c!!unica"in a)e
su!!a)i5e' +e#2%
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
The following are the main communication barriers:
1% Perceptua$ and %anguage Differences& Pe)ce("in is gene)a##& $2 eac$
in'i/i'ua# in"e)()e"s "$e 2)#' a)un' $i!% A## gene)a##& 2an" " )ecei/e
!essages 2$ic$ a)e signi1ican" " "$e!% Bu" an& !essage 2$ic$ is agains"
"$ei) /a#ues is n" acce("e'% A sa!e e/en" !a& +e "a,en 'i11e)en"#& +&
'i11e)en" in'i/i'ua#s% 8) e;a!(#e ? A (e)sn is n #ea/e 1) a !n"$ 'ue
" (e)sna# )easns 31a!i#& !e!+e) +eing c)i"ica#4% T$e HC Manage)
!ig$" +e in cn1usin 2$e"$e) " )e"ain "$a" e!(#&ee ) n"0 "$e
i!!e'ia"e !anage) !ig$" "$in, 1 )e(#ace!en" +ecause $is "ea!s
()'uc"i/i"& is +eing $a!(e)e'0 "$e 1a!i#& !e!+e)s !ig$" "a,e $i! as an
e!"ina# su(()"%
T$e #inguis"ic 'i11e)ences a#s #ea' " c!!unica"in +)ea,'2n% Sa!e
2)' !a& !ean 'i11e)en" " 'i11e)en" in'i/i'ua#s% 8) e;a!(#e? cnsi'e) a
2)' -/a#ue.%
a% :$a" is "$e 'a$ue 1 "$is La("(D
+% I 'a$ue u) )e#a"inD
c% :$a" is "$e 'a$ue 1 #ea)ning "ec$nica# s,i##sD
--(a$ue. !eans 'i11e)en" in 'i11e)en" sen"ences% C!!unica"in +)ea,'2n
ccu)s i1 "$e)e is 2)ng (e)ce("in +& "$e )ecei/e)%
>% )nformation *'er$oad& Manage)s a)e su))un'e' 2i"$ a (# 1 in1)!a"in%
I" is essen"ia# " cn")# "$is in1)!a"in 1#2 ) e#se "$e in1)!a"in is #i,e#& " +e
!isin"e)()e"e' ) 1)g""en ) /e)#,e'% As a )esu#" c!!unica"in is #ess
e11ec"i/e%
3 )nattention& A" "i!es 2e Aus" n" #is"en0 +u" n#& $ea)% 8) e;a!(#e a ")a/e#e)
!a& (a& a""en"in " ne -NO PACKING. sign0 +u" i1 suc$ sign is (u" a## /e) "$e
ci"&0 $e n #nge) #is"ens " i"% T$us0 )e(e"i"i/e !essages s$u#' +e ign)e' 1)
e11ec"i/e c!!unica"in% Si!i#a)#& i1 a su(e)i) is eng)sse' in $is (a(e) 2),
an' $is su+)'ina"e e;(#ains $i! $is ()+#e!0 "$e su(e)i) !a& n" ge" 2$a" $e is
sa&ing an' i" #ea's " 'isa((in"!en" 1 su+)'ina"e%
B +ime Pressures& O1"en in )gani5a"in "$e "a)ge"s $a/e " +e ac$ie/e' 2i"$in a
s(eci1ie' "i!e (e)i'0 "$e 1ai#u)e 1 2$ic$ $as a'/e)se cnse=uences% In a $as"e "
!ee" 'ea'#ines0 "$e 1)!a# c$anne#s 1 c!!unica"in a)e s$)"ene'0 ) !essages
a)e (a)"ia##& gi/en0 i%e%0 n" c!(#e"e#& ")ans1e))e'% T$us su11icien" "i!e s$u#' +e
gi/en 1) e11ec"i/e c!!unica"in%
5 Distraction/,oise& C!!unica"in is a#s a11ec"e' a #" +& nise "
'is")ac"ins% P$&sica# 'is")ac"ins a)e a#s "$e)e suc$ as0 () #ig$"ning0
unc!1)"a+#e si""ing0 un$&gienic )! a#s a11ec"s c!!unica"in in a !ee"ing%
Si!i#a)#& use 1 #u' s(ea,e)s in"e)1e)es 2i"$ c!!unica"in%
7 Emotions& E!"ina# s"a"e a" a (a)"icu#a) (in" 1 "i!e a#s a11ec"s
c!!unica"in% I1 "$e )ecei/e) 1ee#s "$a" c!!unica") is ang)& $e in"e)()e"s "$a"
"$e in1)!a"in +eing sen" is /e)& +a'% :$i#e $e "a,es i" 'i11e)en"#& i1 "$e
c!!unica") is $a((& an' A/ia# 3in "$a" case "$e !essage is in"e)()e"e' " +e
g' an' in"e)es"ing4%
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
E Comp$exit- in *rgani.ationa$ Structure& G)ea"e) "$e $ie)a)c$& in an
)gani5a"in 3i%e% !)e "$e nu!+e) 1 !anage)ia# #e/e#s40 !)e is "$e c$ances 1
c!!unica"in ge""ing 'es")&e'% On#& "$e (e(#e a" "$e "( #e/e# can see "$e
/e)a## (ic"u)e 2$i#e "$e (e(#e a" #2 #e/e# Aus" $a/e ,n2#e'ge a+u" "$ei) 2n
a)ea an' a #i""#e ,n2#e'ge a+u" "$e) a)eas%
F% Poor retention& Hu!an !e!)& cann" 1unc"in +e&n' a #i!i"% One can"
a#2a&s )e"ain 2$a" is +eing "#' s(ecia##& i1 $e is n" in"e)es"e' ) n" a""en"i/e%
T$is #ea's " c!!unica"in +)ea,'2n%
1!/ *'ercoming Communication "arriers
T$e)e a)e a #" 1 c!!unica"in +a))ie)s 1ace' "$ese 'a&s +& a##% T$e !essage
in"en'e' +& "$e sen'e) is n" un'e)s"' +& "$e )ecei/e) in "$e sa!e "e)!s an'
sense an' "$us c!!unica"in +)ea,'2n ccu)s% I" is essen"ia# " 'ea# an' c(e
u( 2i"$ "$ese c!!unica"in +a))ie)s s as " ensu)e s!"$ an' e11ec"i/e
c!!unica"in%
As0 in "$e ()e/ius sec"in 2e $a/e 'iscusse' "$e !aA) +a))ie)s 1
c!!unica"in% Le"*s "a#, a+u" 0o# to o'ercome t0ese barriers of
communication%
1% E$iminating differences in perception& T$e )gani5a"in s$u#' ensu)e
"$a" i" is )ec)ui"ing )ig$" in'i/i'ua#s n "$e A+% I"*s "$e )es(nsi+i#i"& 1 "$e
in"e)/ie2e) " ensu)e "$a" "$e in"e)/ie2ee $as c!!an' /e) "$e 2)i""en
an' s(,en #anguage% T$e)e s$u#' +e ()(e) In'uc"in ()g)a! s "$a"
"$e (#icies 1 "$e c!(an& a)e c#ea) " a## "$e e!(#&ees% T$e)e s$u#' +e
()(e) ")ainings cn'uc"e' 1) )e=ui)e' e!(#&ees 31) eg? Gice an'
Accen" ")aining4%
>% 1se of Simp$e %anguage& Use 1 si!(#e an' c#ea) 2)'s s$u#' +e
e!($asi5e'% Use 1 a!+iguus 2)'s an' Aa)gns s$u#' +e a/i'e'%
3% Reduction and e$imination of noise $e'e$s& Nise is "$e !ain
c!!unica"in +a))ie) 2$ic$ !us" +e /e)c!e n ()i)i"& +asis% I" is
essen"ia# " i'en"i1& "$e su)ce 1 nise an' "$en e#i!ina"e "$a" su)ce%
B% 2cti'e %istening& Lis"en a""en"i/e#& an' ca)e1u##&% T$e)e is a 'i11e)ence
+e"2een -#is"ening. an' -$ea)ing.% Ac"i/e #is"ening !eans $ea)ing 2i"$
()(e) un'e)s"an'ing 1 "$e !essage "$a" is $ea)'% B& as,ing =ues"ins "$e
s(ea,e) can ensu)e 2$e"$e) $is@$e) !essage is un'e)s"' ) n" +& "$e
)ecei/e) in "$e sa!e "e)!s as in"en'e' +& "$e s(ea,e)%
5% Emotiona$ State& Du)ing c!!unica"in ne s$u#' !a,e e11ec"i/e use 1
+'& #anguage% He@s$e s$u#' n" s$2 "$ei) e!"ins 2$i#e
c!!unica"in as "$e )ecei/e) !ig$" !isin"e)()e" "$e !essage +eing
'e#i/e)e'% 8) e;a!(#e0 i1 "$e cn/e&e) 1 "$e !essage is in a +a' !'
"$en "$e )ecei/e) !ig$" "$in, "$a" "$e in1)!a"in +eing 'e#i/e)e' is n"
g'%
7% Simp$e *rgani.ationa$ Structure& T$e )gani5a"ina# s")uc"u)e s$u#'
n" +e c!(#e;% T$e nu!+e) 1 $ie)a)c$ica# #e/e#s s$u#' +e ("i!u!%
T$e)e s$u#' +e a i'ea# s(an 1 cn")# 2i"$in "$e )gani5a"in% Si!(#e)
"$e )gani5a"ina# s")uc"u)e0 !)e e11ec"i/e 2i## +e "$e c!!unica"in%
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
E% 2'oid )nformation *'er$oad& T$e !anage)s s$u#' ,n2 $2 "
()i)i"i5e "$ei) 2),% T$e& s$u#' n" /e)#a' "$e!se#/es 2i"$ "$e 2),%
T$e& s$u#' s(en' =ua#i"& "i!e 2i"$ "$ei) su+)'ina"es an' s$u#' #is"en "
"$ei) ()+#e!s an' 1ee'+ac,s ac"i/e#&%
F% 3i'e Constructi'e Feedback& A/i' gi/ing nega"i/e 1ee'+ac,% T$e
cn"en"s 1 "$e 1ee'+ac, !ig$" +e nega"i/e0 +u" i" s$u#' +e 'e#i/e)e'
cns")uc"i/e#&% Cns")uc"i/e 1ee'+ac, 2i## #ea' " e11ec"i/e c!!unica"in
+e"2een "$e su(e)i) an' su+)'ina"e%
6% Proper Media Se$ection& T$e !anage)s s$u#' ()(e)#& se#ec" "$e
!e'iu! 1 c!!unica"in% Si!(#e !essages s$u#' +e cn/e&e' )a##&0
#i,e? 1ace " 1ace in"e)ac"in ) !ee"ings% Use 1 2)i""en !eans 1
c!!unica"in s$u#' +e encu)age' 1) 'e#i/e)ing c!(#e; !essages%
8) signi1ican" !essages )e!in'e)s can +e gi/en +& using 2)i""en !eans 1
c!!unica"in suc$ as ? Me!s0 N"ices e"c%
10% F$exibi$it- in meeting t0e targets& 8) e11ec"i/e c!!unica"in in an
)gani5a"in "$e !anage)s s$u#' ensu)e "$a" "$e in'i/i'ua#s a)e !ee"ing
"$ei) "a)ge"s "i!e#& 2i"$u" s,i((ing "$e 1)!a# c$anne#s 1
c!!unica"in% T$e)e s$u#' n" +e !uc$ ()essu)e n e!(#&ees " !ee"
"$ei) "a)ge"s%
1.! Co$"onent% o &anguage
0uman language involves both receptive and productive use. 1eceptive
language use occurs during the comprehension or understanding of words
and sentences. %roductive language use involves idea generation and the
articulation of words in speech. 2oth reception and production utili3e the
four basic structural components of language.
1.'.1 Se$antic%
!he system of meanings that are expressed by words and phrases. In
order to serve as a means of communication between people, words must
have a shared or conventional meaning. %icing out the correct meaning
for each new word is a ma*or learning tas for children.
Not only does the grammatical structure of our language
provide the needed clues for understanding, we also have a
wealth of figurative language and rich description that adds color
and nuance to our communication. Semantics refers to the ways
in which a language conveys meaning.
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t is our understanding of
semantics that allows us to recogni!e that someone who is
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
#green with envy$ has not changed hue, or that #having cold
feet$ has less to do with the appendage at the end of our legs
and more to do with our an%iety a&out a new e%perience.
'ecause semantics moves &eyond the literal meaning of words
and is culture(dependent, this is among the most difficult aspects
of language for individuals who are not native spea)ers and even
those who spea) the same language &ut come from different
cultures and convey meaning using words in uni*ue ways.
+nyone who has attempted to converse with a teenager in his
own vernacular can appreciate the importance of sharing a
semantic &ase for communicating clearly.
1.'.! P#ono&og(
!he system of the sound segments that humans use to build up words.
Each language has a different set of these segments or phonemes, and
children quicly come to recogni3e and then produce the speech segments
that are characteristic of their native language.
,he study of speech structure within a language, including
&oth the patterns of &asic speech units and the accepted rules of
pronunciation, is )nown as phonology.
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,he smallest units of
sound that ma)e up a language are called phonemes. -or
e%ample, the word #that$ contains three phonemes the #th$
represents one phoneme .th., the #a$ maps to the short a
sound ./., and the #t$ to its &asic sound .t..
1.'.' Mor"#o&og(
2 0oving to the ne%t level of language, we find the study of the
smallest units of meaning, morphemes. 0orphemes include
&ase words, such as #hat,$ #dog,$ or #love,$ as well as
affi%es, such as #un(,$ #re(,$ the plural #s$ or #es,$ and the
past tense #ed.$ 1nowledge of the morphology of our
language is critical to voca&ulary development and reflects
the smallest &uilding &loc)s for comprehension.
1.'.) S(nta*
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
,he study of how individual words and their most &asic
meaningful units are com&ined to create sentences is )nown as
synta%. +s words are grouped together when we communicate,
we must follow the rules of grammar for our language, in other
words, its synta%. t is the )nowledge of synta% that allows us to
recogni!e that the following two sentences, while containing
different word order and levels of comple%ity, have the same
meaning.
,he &oy hit the &all.
,he &all was hit &y the &oy.
3ynta% also allows us to accept # went to the store$ as a
meaningful 4grammatical5 sentence while #,o store went $ would
not &e accepta&le 6nglish.
1.'.+ Prag$atic%
!he system of patterns that determine how humans can use language in
particular social settings for particular conversational purposes. Children
learn that conversations customarily begin with a greeting, require turn
taing, and concern a shared topic. !hey come to ad*ust the content of
their communications to match their listener4s interests, nowledge, and
language ability.
#78ragmatics9 refers to the ways the mem&ers of the
speech community achieve their goals using language.$
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,he way
we spea) to our parents is not the same as the way we interact
with a si&ling, for e%ample. ,he language used in a formal speech
may &ear little resem&lance to what we would hear at a lunch
with five friends. ,he conversational style of day(to(day
interactions is *uite different from the language used even when
reading a story&oo) to a toddler. 1nowing the difference and
when to use which style is the essence of pragmatics.
1.) ,actor% aecting &anguage &earning - ac.ui%ition
S!e s"u'en"s #ea)n a ne2 #anguage !)e =uic,#& an' easi#& "$an "$e)s% T$is
si!(#e 1ac" is ,n2n +& a## 2$ $a/e "$e!se#/es #ea)ne' a secn' #anguage )
1:
PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
"aug$" "$se 2$ a)e using "$ei) secn' #anguage in sc$#% C#ea)#&0 s!e #anguage
#ea)ne)s a)e success1u# +& /i)"ue 1 "$ei) s$ee) 'e"e)!ina"in0 $a)' 2), an'
(e)sis"ence% H2e/e) "$e)e a)e "$e) c)ucia# 1ac")s in1#uencing success "$a" a)e
#a)ge#& +e&n' "$e cn")# 1 "$e #ea)ne)% T$ese 1ac")s can +e +)a'#& ca"eg)i5e'
as in"e)na# an' e;"e)na#% I" is "$ei) c!(#e; in"e)(#a& "$a" 'e"e)!ines "$e s(ee' an'
1aci#i"& 2i"$ 2$ic$ "$e ne2 #anguage is #ea)ne'%
Internal factors
In"e)na# 1ac")s a)e "$se "$a" "$e in'i/i'ua# #anguage #ea)ne) +)ings 2i"$ $i! )
$e) " "$e (a)"icu#a) #ea)ning si"ua"in%
2ge& Secn' #anguage ac=uisi"in is in1#uence' +& "$e age 1 "$e #ea)ne)%
C$i#')en0 2$ a#)ea'& $a/e s#i' #i"e)ac& s,i##s in "$ei) 2n #anguage0
see! " +e in "$e +es" (si"in " ac=ui)e a ne2 #anguage e11icien"#&%
M"i/a"e'0 #'e) #ea)ne)s can +e /e)& success1u# "0 +u" usua##& s")ugg#e
" ac$ie/e na"i/e<s(ea,e)<e=ui/a#en" ()nuncia"in an' in"na"in%
Persona$it-& In")/e)"e' ) an;ius #ea)ne)s usua##& !a,e s#2e) ()g)ess0
(a)"icu#a)#& in "$e 'e/e#(!en" 1 )a# s,i##s% T$e& a)e #ess #i,e#& " "a,e
a'/an"age 1 (()"uni"ies " s(ea,0 ) " see, u" suc$ (()"uni"ies%
M)e u"ging s"u'en"s 2i## n" 2))& a+u" "$e ine/i"a+i#i"& 1 !a,ing
!is"a,es% T$e& 2i## "a,e )is,s0 an' "$us 2i## gi/e "$e!se#/es !uc$ !)e
()ac"ice%
Moti'ation& In")insic !"i/a"in $as +een 1un' " c))e#a"e s")ng#& 2i"$
e'uca"ina# ac$ie/e!en"% C#ea)#&0 s"u'en"s 2$ enA& #anguage #ea)ning
an' "a,e ()i'e in "$ei) ()g)ess 2i## ' +e""e) "$an "$se 2$ 'n9"%
E;")insic !"i/a"in is a#s a signi1ican" 1ac")% ESL s"u'en"s0 1) e;a!(#e0
2$ nee' " #ea)n Eng#is$ in )'e) " "a,e a (#ace a" an A!e)ican
uni/e)si"& ) " c!!unica"e 2i"$ a ne2 Eng#is$ +&@gi)#1)ien' a)e #i,e#&
" !a,e g)ea"e) e11)"s an' "$us g)ea"e) ()g)ess%
Experiences& Lea)ne)s 2$ $a/e ac=ui)e' gene)a# ,n2#e'ge an'
e;(e)ience a)e in a s")nge) (si"in " 'e/e#( a ne2 #anguage "$an "$se
2$ $a/en9"% T$e s"u'en"0 1) e;a!(#e0 2$ $as a#)ea'& #i/e' in 3 'i11e)en"
cun")ies an' +een e;(se' " /a)ius #anguages an' cu#"u)es $as a
s")nge) +ase 1) #ea)ning a 1u)"$e) #anguage "$an "$e s"u'en" 2$ $asn9"
$a' suc$ e;(e)iences%
Cognition& In gene)a#0 i" see!s "$a" s"u'en"s 2i"$ g)ea"e) cgni"i/e
a+i#i"ies 2i## !a,e "$e 1as"e) ()g)ess% S!e #inguis"s +e#ie/e "$a" "$e)e is a
s(eci1ic0 inna"e #anguage #ea)ning a+i#i"& "$a" is s")nge) in s!e s"u'en"s
"$an in "$e)s%
,ati'e $anguage& S"u'en"s 2$ a)e #ea)ning a secn' #anguage 2$ic$ is
1)! "$e sa!e #anguage 1a!i#& as "$ei) 1i)s" #anguage $a/e0 in gene)a#0 a
!uc$ easie) "as, "$an "$se 2$ a)en9"% S0 1) e;a!(#e0 a Du"c$ c$i#' 2i##
#ea)n Eng#is$ !)e =uic,#& "$an a Ha(anese c$i#'%
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
External factors
E;"e)na# 1ac")s a)e "$se "$a" c$a)ac"e)i5e "$e (a)"icu#a) #anguage #ea)ning
si"ua"in%
Curricu$um& 8) ESL s"u'en"s in (a)"icu#a) i" is i!()"an" "$a" "$e ""a#i"&
1 "$ei) e'uca"ina# e;(e)ience is a(()()ia"e 1) "$ei) nee's% Language
#ea)ning is #ess #i,e#& " (#ace i1 s"u'en"s a)e 1u##& su+!e)se' in" "$e
!ains")ea! ()g)a! 2i"$u" an& e;")a assis"ance )0 cn/e)se#&0 n"
a##2e' " +e (a)" 1 "$e !ains")ea! un"i# "$e& $a/e )eac$e' a ce)"ain #e/e#
1 #anguage ()1icienc&%
)nstruction& C#ea)#&0 s!e #anguage "eac$e)s a)e +e""e) "$an "$e)s a"
()/i'ing a(()()ia"e an' e11ec"i/e #ea)ning e;(e)iences 1) "$e s"u'en"s in
"$ei) c#ass)!s% T$ese s"u'en"s 2i## !a,e 1as"e) ()g)ess%
T$e sa!e a((#ies " !ains")ea! "eac$e)s in secn' #anguage si"ua"ins%
T$e science "eac$e)0 1) e;a!(#e0 2$ is a2a)e "$a" s$e " is )es(nsi+#e
1) "$e s"u'en"s9 Eng#is$ #anguage 'e/e#(!en"0 an' !a,es ce)"ain
acc!!'a"ins0 2i## cn")i+u"e " "$ei) #inguis"ic 'e/e#(!en"%
Cu$ture and status& T$e)e is s!e e/i'ence "$a" s"u'en"s in si"ua"ins
2$e)e "$ei) 2n cu#"u)e $as a #2e) s"a"us "$an "$a" 1 "$e cu#"u)e in 2$ic$
"$e& a)e #ea)ning "$e #anguage !a,e s#2e) ()g)ess%
Moti'ation& S"u'en"s 2$ a)e gi/en cn"inuing0 a(()()ia"e encu)ag!en"
" #ea)n +& "$ei) "eac$e)s an' (a)en"s 2i## gene)a##& 1a)e +e""e) "$an "$se
2$ a)en9"% 8) e;a!(#e0 s"u'en"s 1)! 1a!i#ies "$a" (#ace #i""#e i!()"ance
n #anguage #ea)ning a)e #i,e#& " ()g)ess #ess =uic,#&%
2ccess to nati'e speakers& T$e (()"uni"& " in"e)ac" 2i"$ na"i/e
s(ea,e)s +"$ 2i"$in an' u"si'e 1 "$e c#ass)! is a signi1ican"
a'/an"age% Na"i/e s(ea,e)s a)e #inguis"ic !'e#s an' can ()/i'e
a(()()ia"e 1ee'+ac,% C#ea)#&0 secn'<#anguage #ea)ne)s 2$ $a/e n
e;"ensi/e access " na"i/e s(ea,e)s a)e #i,e#& " !a,e s#2e) ()g)ess0
(a)"icu#a)#& in "$e )a#@au)a# as(ec"s 1 #anguage ac=uisi"in%
IS!e s"u'en"s #ea)n a ne2 #anguage !)e =uic,#& an' easi#& "$an "$e)s%I
.
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PKB 3105 ENGLISH LANGUAGE TEACHING
METHODOLOGY
E*erci%e 1
Te%ting under%tanding o conce"t% and rea%oning.
Explain barriers of communication. Identify ways for you to overcome this
andtry to relate this problem to language acquisition. )et additional
information form boos, *ournals or articles found in the internet. .


Congratu&ation%/
Go or a re%t no0.
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5ou have been very diligent in going through topic one. 5ou will be going through
topic two and so on.
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