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Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition (CLT…
Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition
“segregated-skills approach” :!:
Chen (2002)
“it is impossible to
teach reading without the extensive use of writing, speaking, and listening” :check:
“students can benefit from practicing all of the language skills in integrated, meaningful
and communicative ways”. :check:
limits students’ motivation and interest
Communicative language teaching (CLT) :red_flag:
develop communicative competence :fire:
the ability to interpret and enact
appropriate social behavior :pencil2:
strategic competence
discourse
competence
sociolinguistic competence
linguistic competence
make use of real-life situations that necessitate communication :fire:
(CLT) aims
:explode:
development of real-life language skills; :check:
highlights engaging the learner in
contextualized, meaningful, and communicative-oriented learning tasks :check:
CLT includes
eight methodologies :warning:
Serving input needs to be meaningful, comprehensible, and elaborated :pen:
Promoting cooperative and collaborative learning :pen:
Enriching input :pen:
Focusing on form :pen:
Promoting learning by doing :pen:
Providing effective error feedback :pen:
Using tasks as an organizational principle :pen:
Recognizing and respecting affective factors of learning. :pen:
Savignon (2002)
four components of communicative competence :!!:
‘integrated-skills approach’ (ISA)
“oral and written languages are not kept
separate and isolated from one another” (Su, 2007). :!:
Peregoy & Boyle (2001)
:warning:
oral and written languages are integrated in most communication events and often occur
together. :pen:
learners are exposed to authentic language :explode:
goal of dealing with the four macro
skills :!!:
Sanchez (2000) :!!:
The CMRBA
Step 2: To enhance speaking skill
:green_cross:
Step 3: To enhance Writing skill and Analysis :green_cross:
Step 1: To enhance listening and reading skills :green_cross: