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PKB 3105 ENGLISH LANGUAGE TEACHING

METHODOLOGY

TOPIC1 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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Conceptual Framework of Topics

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UnderstandingLanguage

1.2 The Comunication Process

1.4 Factors affecting language learning /acquisition

1.4.1 Cognitive1.4.2 Environment1.4.3 Gejala sosial

1.3 Components of language1.3.1 Sementics 1.3.4 Syntax1.3.2 Phonology 1.3.5 Pragnatics1.3.3 Morphology

1.1 Introduction to :LanguageDefinition

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1.1 Introduction to Language

Language is common to all humans. Many social scientists and philosophers say

its this ability to use language symbolically that makes us human.

Though it may be a universal human attribute, language is hardly simple.

1.1.1 Definition of Language

Some say it is a body of words and the systems for their use common to a

people who are of the same community or nation, the same geographicalarea, or the same cultural tradition.

It can also mean communication by voice in the distinctively humanmanner, using arbitrary sounds in conventional ways with conventional

meanings.

It is also thesystem of linguistic signs or symbols considered in the

abstract ( as opposed to speech).

It is any set orsystem of such symbols as used in a more or less uniformfashion by a number of people, who are thus enabled to communicate

intelligibly with one another.

It is also anysystem of formalized symbols, signs, sounds, gestures, orthelike used or conceived as a means of communicating thought,emotion,

etc.It is also the language of mathematics.

1.1.2 Concept of Language

Transformational Genetive Grammara theory developed by Noam Chomsky

between 1950 and 1960 contains the idea that a sentence has two meanings within

it. The two include a deep structure and a surface structure. The deep structure is

the semantic relationships within the sentence and the surface structure follows the

phonological form of the sentence. He believed that language did not have the

same deep structure in all languages but rather languages had similarities of

structure. In the 1990s, Chomsky changed his theory to a new theory stating that

the structures were no longer the only main components of a sentence. He

suggested that sentence structure included Logical Form and Phonetic Form. This

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help children understand that speech can come in the form of writing.Therefore,

we must develop children's understanding that writing is a message in the form of

print and that print is constant. We must also show that written language is often

different from spoken language. We must teach that numbers, letters and words

are different. Teachers must also show the difference between a letter, a word and

a sentence. We have to help children understand that a letter or letters represent a

sound within a word. We must show them that words form sentences and

sentences form messages or stories. The understanding of the correct usage of

language will enable and ease the communication process.

1.2 The communication process

Communication is a process of exchanging verbal and non verbal messages. It is a

continuous process. Pre-requisite of communication is a message. This messagemust be conveyed through some medium to the recipient. It is essential that this

message must be understood by the recipient in the same terms as intended by the

sender. He must respond within a time frame. Thus, communication is a two wayprocess and is incomplete without a feedback from the recipient to the sender on

how well the message is understood by him.

Communication Process

1.2.1 The main components of communication process are as follows:1. Context - Communication is affected by the context in which it takes

place. This context may be physical, social, chronological or cultural.

Every communication proceeds with context. The sender chooses themessage to communicate within a context.

2. Sender / Encoder Tthe Sender / Encoder is a person who sends the

message. A sender makes use of symbols (words or graphic or visual aids)to convey the message and produce the required response. For instance - a

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training manager conducting training for new batch of employees. Sender

may be an individual or a group or an organization. The views,background, approach, skills, competencies, and knowledge of the sender

have a great impact on the message. The verbal and non verbal symbols

chosen are essential in ascertaining interpretation of the message by the

recipient in the same terms as intended by the sender.3. Message - Message is a key idea that the sender wants to communicate. It

is a sign that elicits the response of recipient. Communication process

begins with deciding about the message to be conveyed. It must be ensuredthat the main objective of the message is clear.

4. Medium - Medium is a means used to exchange / transmit the message.

The sender must choose an appropriate medium for transmitting themessage else the message might not be conveyed to the desired recipients.

The choice of appropriate medium of communication is essential for

making the message effective and correctly interpreted by the recipient.

This choice of communication medium varies depending upon the features

of communication. For instance - Written medium is chosen when amessage has to be conveyed to a small group of people, while an oral

medium is chosen when spontaneous feedback is required from therecipient as misunderstandings are cleared then and there.

5. Recipient / Decoder - Recipient / Decoder is a person for whom the

message is intended / aimed / targeted. The degree to which the decoderunderstands the message is dependent upon various factors such as

knowledge of recipient, their responsiveness to the message, and the

reliance of encoder on decoder.6. Feedback - Feedback is the main component of communication process as

it permits the sender to analyze the efficacy of the message. It helps the

sender in confirming the correct interpretation of message by the decoder.Feedback may be verbal (through words) or non-verbal (in form of smiles,sighs, etc.). It may take written form also in form of memos, reports, etc.

1.2.2 Communication Barriers - Reasons for Communication Breakdown

Communication is a process beginning with a sender who encodes the message

and passes it through some channel to the receiver who decodes the message.Communication is fruitful if and only if the messages sent by the sender is

interpreted with the same meaning by the receiver. If any kind of disturbanceblocks any step of communication, the message will be destroyed. Due to suchdisturbances, managers in an organization face severe problems. Thus the

managers must locate such barriers and take steps to get rid of them.

There are several barriers that affects the flow of communication in an

organization. These barriers interrupt the flow of communication from the senderto the reciever, thus making communication ineffective. It is essential for

managers to overcome these barriers. The main barriers of communication are

summarized below.

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The following are the main communication barriers:

1. Perceptual and Language Differences: Perception is generally how each

individual interprets the world around him. All generally want to receive

messages which are significant to them. But any message which is againsttheir values is not accepted. A same event may be taken differently by

different individuals. For example : A person is on leave for a month dueto personal reasons (family member being critical). The HR Managermight be in confusion whether to retain that employee or not, the

immediate manager might think of replacement because his teams

productivity is being hampered, the family members might take him as anemotional support.

The linguistic differences also lead to communication breakdown. Same

word may mean different to different individuals. For example: consider a

word value.

a. What is the value of this Laptop?b. I value our relation?

c. What is the value of learning technical skills?

Value means different in different sentences. Communication breakdown

occurs if there is wrong perception by the receiver.

2. Information Overload: Managers are surrounded with a pool of information.

It is essential to control this information flow or else the information is likely to be

misinterpreted or forgotten or overlooked. As a result communication is lesseffective.

3 Inattention: At times we just not listen, but only hear. For example a travelermay pay attention to one NO PARKING sign, but if such sign is put all over the

city, he no longer listens to it. Thus, repetitive messages should be ignored foreffective communication. Similarly if a superior is engrossed in his paper work

and his subordinate explains him his problem, the superior may not get what he is

saying and it leads to disappointment of subordinate.4 Time Pressures: Often in organization the targets have to be achieved within a

specified time period, the failure of which has adverse consequences. In a haste to

meet deadlines, the formal channels of communication are shortened, or messagesare partially given, i.e., not completely transferred. Thus sufficient time should be

given for effective communication.

5 Distraction/Noise: Communication is also affected a lot by noise todistractions. Physical distractions are also there such as, poor lightning,uncomfortable sitting, unhygienic room also affects communication in a meeting.

Similarly use of loud speakers interferes with communication.

6 Emotions: Emotional state at a particular point of time also affectscommunication. If the receiver feels that communicator is angry he interprets that

the information being sent is very bad. While he takes it differently if the

communicator is happy and jovial (in that case the message is interpreted to begood and interesting).

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7 Complexity in Organizational Structure: Greater the hierarchy in an

organization (i.e. more the number of managerial levels), more is the chances ofcommunication getting destroyed. Only the people at the top level can see the

overall picture while the people at low level just have knowledge about their own

area and a little knowledge about other areas.

8. Poor retention: Human memory cannot function beyond a limit. One cantalways retain what is being told specially if he is not interested or not attentive.

This leads to communication breakdown.

1.2.3 Overcoming Communication Barriers

There are a lot of communication barriers faced these days by all. The message

intended by the sender is not understood by the receiver in the same terms andsense and thus communication breakdown occurs. It is essential to deal and cope

up with these communication barriers so as to ensure smooth and effective

communication.As, in the previous section we have discussed the major barriers of

communication. Lets talk about how to overcome these barriers ofcommunication.

1. Eliminating differences in perception: The organization should ensure

that it is recruiting right individuals on the job. Its the responsibility of the

interviewer to ensure that the interviewee has command over the written

and spoken language. There should be proper Induction program so thatthe policies of the company are clear to all the employees. There should be

proper trainings conducted for required employees (for eg: Voice and

Accent training).

2. Use of Simple Language: Use of simple and clear words should beemphasized. Use of ambiguous words and jargons should be avoided.

3. Reduction and elimination of noise levels: Noise is the maincommunication barrier which must be overcome on priority basis. It is

essential to identify the source of noise and then eliminate that source.

4. Active Listening: Listen attentively and carefully. There is a differencebetween listening and hearing. Active listening means hearing with

proper understanding of the message that is heard. By asking questions the

speaker can ensure whether his/her message is understood or not by the

receiver in the same terms as intended by the speaker.5. Emotional State: During communication one should make effective use of

body language. He/she should not show their emotions whilecommunication as the receiver might misinterpret the message beingdelivered. For example, if the conveyer of the message is in a bad mood

then the receiver might think that the information being delivered is not

good.6. Simple Organizational Structure: The organizational structure should

not be complex. The number of hierarchical levels should be optimum.

There should be a ideal span of control within the organization. Simpler

the organizational structure, more effective will be the communication.

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7. Avoid Information Overload: The managers should know how to

prioritize their work. They should not overload themselves with the work.They should spend quality time with their subordinates and should listen to

their problems and feedbacks actively.

8. Give Constructive Feedback: Avoid giving negative feedback. The

contents of the feedback might be negative, but it should be deliveredconstructively. Constructive feedback will lead to effective communication

between the superior and subordinate.

9. Proper Media Selection: The managers should properly select themedium of communication. Simple messages should be conveyed orally,

like: face to face interaction or meetings. Use of written means of

communication should be encouraged for delivering complex messages.For significant messages reminders can be given by using written means of

communication such as : Memos, Notices etc.

10. Flexibility in meeting the targets: For effective communication in an

organization the managers should ensure that the individuals are meeting

their targets timely without skipping the formal channels ofcommunication. There should not be much pressure on employees to meet

their targets.

1.2 Components of language

Human language involves both receptive and productive use. Receptive

language use occurs during the comprehension or understanding of words

and sentences. Productive language use involves idea generation and the

articulation of words in speech. Both reception and production utilize the

four basic structural components of language:

1.3.1 Semantics

The 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. Picking out the correct meaning

for each new word is a major learning task for children.

Not only does the grammatical structure of our languageprovide the needed clues for understanding, we also have awealth of figurative language and rich description that adds colorand nuance to our communication. Semantics refers to the waysin which a language conveys meaning.i It is our understanding ofsemantics that allows us to recognize that someone who is

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green with envy has not changed hue, or that having coldfeet has less to do with the appendage at the end of our legsand more to do with our anxiety about a new experience.Because semantics moves beyond the literal meaning of wordsand is culture-dependent, this is among the most difficult aspects

of language for individuals who are not native speakers and eventhose who speak the same language but come from differentcultures and convey meaning using words in unique ways.Anyone who has attempted to converse with a teenager in hisown vernacular can appreciate the importance of sharing asemantic base for communicating clearly.

1.3.2 Phonology

The 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 quickly come to recognize and then produce the speech segments

that are characteristic of their native language.

The study of speech structure within a language, includingboth the patterns of basic speech units and the accepted rules ofpronunciation, is known as phonology.ii The smallest units ofsound that make up a language are calledphonemes. For

example, the word that contains three phonemes the threpresents one phoneme /th/, the a maps to the short asound //, and the t to its basic sound /t/.

1.3.3 Morphology

2 Moving to the next level of language, we find the study of thesmallest units of meaning, morphemes. Morphemes includebase words, such as hat, dog, or love, as well as

affixes, such as un-, re-, the plural s or es, and thepast tense ed. Knowledge of the morphology of ourlanguage is critical to vocabulary development and reflectsthe smallest building blocks for comprehension.

1.3.4 Syntax

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The study of how individual words and their most basicmeaningful units are combined to create sentences is known assyntax. As words are grouped together when we communicate,we must follow the rules of grammar for our language, in otherwords, its syntax. It is the knowledge of syntax that allows us to

recognize that the following two sentences, while containingdifferent word order and levels of complexity, have the samemeaning.

The boy hit the ball.

The ball was hit by the boy.

Syntax also allows us to accept I went to the store as ameaningful (grammatical) sentence while To store went I wouldnot be acceptable English.

1.3.5 Pragmatics

The 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

taking, and concern a shared topic. They come to adjust the content of

their communications to match their listener's interests, knowledge, and

language ability.

Pragmatics refers to the ways the members of thespeech community achieve their goals using language. iii The waywe speak to our parents is not the same as the way we interactwith a sibling, for example. The language used in a formal speechmay bear little resemblance to what we would hear at a lunchwith five friends. The conversational style of day-to-dayinteractions is quite different from the language used even whenreading a storybook to a toddler. Knowing the difference andwhen to use which style is the essence of pragmatics.

1.4 Factors affecting language learning / acquisition

Some students learn a new language more quickly and easily than others. This

simple fact is known by all who have themselves learned a second language or

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taught those who are using their second language in school. Clearly, some language

learners are successful by virtue of their sheer determination, hard work and

persistence. However there are other crucial factors influencing success that are

largely beyond the control of the learner. These factors can be broadly categorized

as internal and external. It is their complex interplay that determines the speed and

facility with which the new language is learned.

Internal factors

Internal factors are those that the individual language learner brings with him or

her to the particular learning situation.

Age: Second language acquisition is influenced by the age of the learner.

Children, who already have solid literacy skills in their own language,seem to be in the best position to acquire a new language efficiently.

Motivated, older learners can be very successful too, but usually struggle

to achieve native-speaker-equivalent pronunciation and intonation. Personality: Introverted or anxious learners usually make slower progress,

particularly in the development of oral skills. They are less likely to take

advantage of opportunities to speak, or to seek out such opportunities.More outgoing students will not worry about the inevitability of making

mistakes. They will take risks, and thus will give themselves much more

practice.

Motivation: Intrinsic motivation has been found to correlate strongly with

educational achievement. Clearly, students who enjoy language learningand take pride in their progress will do better than those who don't.

Extrinsic motivation is also a significant factor. ESL students, for example,who need to learn English in order to take a place at an American

university or to communicate with a new English boy/girlfriend are likely

to make greater efforts and thus greater progress.

Experiences: Learners who have acquired general knowledge and

experience are in a stronger position to develop a new language than those

who haven't. The student, for example, who has already lived in 3 differentcountries and been exposed to various languages and cultures has a

stronger base for learning a further language than the student who hasn't

had such experiences. Cognition: In general, it seems that students with greater cognitive

abilities will make the faster progress. Some linguists believe that there is a

specific, innate language learning ability that is stronger in some students

than in others.

Native language: Students who are learning a second language which is

from the same language family as their first language have, in general, a

much easier task than those who aren't. So, for example, a Dutch child will

learn English more quickly than a Japanese child.

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External factors

External factors are those that characterize the particular language learning

situation.

Curriculum: For ESL students in particular it is important that the totalityof their educational experience is appropriate for their needs. Languagelearning is less likely to place if students are fully submersed into the

mainstream program without any extra assistance or, conversely, not

allowed to be part of the mainstream until they have reached a certain level

of language proficiency. Instruction: Clearly, some language teachers are better than others at

providing appropriate and effective learning experiences for the students in

their classrooms. These students will make faster progress.The same applies to mainstream teachers in second language situations.

The science teacher, for example, who is aware that she too is responsible

for the students' English language development, and makes certainaccommodations, will contribute to their linguistic development.

Culture and status: There is some evidence that students in situations

where their own culture has a lower status than that of the culture in which

they are learning the language make slower progress.

Motivation: Students who are given continuing, appropriate encouragment

to learn by their teachers and parents will generally fare better than those

who aren't. For example, students from families that place little importanceon language learning are likely to progress less quickly.

Access to native speakers: The opportunity to interact with native

speakers both within and outside of the classroom is a significant

advantage. Native speakers are linguistic models and can provideappropriate feedback. Clearly, second-language learners who have no

extensive access to native speakers are likely to make slower progress,

particularly in the oral/aural aspects of language acquisition.

"Some students learn a new language more quickly and easily than others."

:

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Exercise 1

Testing understanding of concepts and reasoning.

Explain barriers of communication. Identify ways for you to overcome this

andtry to relate this problem to language acquisition. Get additional

information form books, journals or articles found in the internet. .

Congratulations!

Go for a rest now.

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