Developing Language Skills

2038 words 9 pages
SUBJECT ASSIGNMENT

DEVELOPING LANGUAGE SKILLS

Names and surnames: Brandt, Lorena G./ De La Serna, Dolores

Group: 26

Date: September 30th

INDEX

Introduction………………………………………………………….………………….. page 3
Productive skills: Speaking and Writing……………………….…………………….. page 3
Receptive skills: Reading and Listening…………………………….……………….. page 6
Extra skill: use of English……………………………………………...………………. page 8
Conclusion……………………………………………….……………………………….page 8
Bibliography……………………………………………………………………….……. page 9
INTRODUCTION

When we teach a second language, we have to take into consideration the four basic skills: reading, writing, listening and speaking. As regards speaking and writing, they are referred to as productive or active skills, because they
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We normally write with a reader in mind. In this case, even though it is not overtly specified in the unit, we can assume that the learners are going to write to their peers and the teacher.
Knowing who they are writing for will help them make good decisions on what to include or to leave out, how to organize their ideas and to support them best.

Feedback
As Hedge (1988:10) remarks “Even more important (to the process of feedback) are moves to involve students in the revising and editing of their own work so that the activity known as ‘marking’ becomes part of the writing process and a genuine source of learning for both students and teachers”. Some of the activities on page 66 encourage self evaluation (checking and revising). Furthermore, the unit emphasizes relevance on interaction at all stages (generating ideas), and not only at the end.
Both distinctive phases described by Mc Donough and Shaw take place in the process.
We agree with the fact that “a combination of peer response and teacher feedback is more effective than peer response alone, and that teacher feedback is effective when it is given after self revision and peer response” (Hayashi, 1998: 17). Of course, this all depends on the amount of students the class has, and the kind of correction the teacher makes. Writing is an indicator of how a student progresses in

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