// LESSON 6

MACRO SKILLS

Macro skills refer to the main language skills that individuals need to develop in order to
effectively communicate in a particular language. These skills include listening, speaking,
reading, and writing .

Listening- Is the process of hearing, recognizing and interpreting or

comprehending language.

4 TYPES OF LISTENING

1. Deep Listening- Occurs when you are committed to understanding the speaker's
perspective.
2. Full Listening- It involves paying close and careful attention to what the speaker is
convening.
3. Critical Listening- Involves using systematic reasoning and careful thought to analyze a
speaker's message and separate fact from opinion.
4. Therapeutic Listening- Allowing a friend, colleague or a family member to discuss their
problems.

Speaking- An interactive process where information is shared and necessary

acted upon by the listener.

4 ELEMENTS OF SPEAKING

1. Vocabulary- Vocabulary development is where students understand the meanings and

pronunciations of words necessary for communication.
2. Grammar- grammar includes lots of important areas for spoken language such as
understanding of tenses and correct way to structure sentences.
3. Pronunciation- Understanding how to correctly pronounce words is another important
element of speaking skills.
4. Fluency- is the ability to hear words and understand them straight away.
 Reading- Is the ability to draw meaning from the printed page and
interpret this information appropriately.

READING STRATEGIES

1. Skimming- Used to quickly gather the most important information, or gist.

2. Scanning- Used to find a particular piece of information.
3. Extensive Reading- Used to obtain a general understanding of a subject and includes
reading longer reading texts for pleasure, as well as business books.
4. Intensive Reading- Is used to shorter texts in order to extract specific information.

Writing- Is the process of using symbols (letters of the alphabet, punctuation and
spaces) to communicate thoughts and ideas in readable form.

TYPES OF WRITING

1. Expository- contains the word expose, so the reason expository is an

apt descriptor for this type of writing is that it exposes or sets forth
facts.
2. Descriptive Writing- The aim of descriptive writing is to help the
reader visualize, in detail a character, event, place, or all these things
at once.
3. Persuasive Writing- Persuasive writing or argumentation, is to
influence the reader to assume the author's point of view.
4. Narrative Writing- The purpose of narrative writing is to tell a story.
Whether that story is real or imaginary.

Viewing- Refers to perceiving, examining, interpreting and construction

meaning from visual images and is crucial to improving comprehension of print
and non print materials.
EFFECTIVE, ACTIVE VIEWERS ENGAGE IN THE FOLLOWING
PROCEDURE

1.Pre -Viewing-

Students prepare to view by activating their schema (the prior knowledge they
bring to study of a topic or theme) anticipating a message, predicting, speculating,
asking questions, and setting a purpose for viewing.

2. During Viewing-

Students view the visual text to understand the message by seeking and checking
understanding, by making connections, making and confirming predictions and
inferences, interpreting and summarizing, pausing and reviewing and analyzing
and evaluating.

3. After Viewing/ Responding -

Students should be given opportunities to respond personally,

critically and creatively to visual texts. Students respond by reflecting, analyzing,
evaluating and creating.
 LESSON 7

VIEWS AND OVERVIEW ON THEORIES IN LANGUAGE STUDY

-Language develops as a results of a certain behavior such as imitations.

-Human learn language directly from experiences with their environment.

-Language is acquired through conditioning and imitation, not intake cognitive
abilities.

Innatist Theory ~ Noam Chomsky

-Children were born with abilities specifically in language.
-Language acquisition of children be related to their innate ability of biological language
acquisition device
-The view that the mind is born with already-formed, ideas, knowledge and beliefs.

Cognitive Theory ~ Jean Piaget

-Language emerges within the context of other general cognitive abilities like memory,
attention, and problem solving
-Focuses on how the mind receives, processes, organize, shares and retrieves information.
-Based on the aspect that a child develops language as he/she develops intellect.

Interactionist Theory ~ Jerome Bruner

-Although children do have an innate ability to learn language, they also require plenty of
direct contact and interaction with others to achieve full language fluency.
-Proposes that language exist for the purpose of communication and can be only learned in
the context of interaction with adults and other children.

LESSON 8

COMMUNICATIVE COMPETENCE
- Is a concept introduced by Dell Hymes, a prominent linguist, to describe the
ability to use language effectively in different social contexts.
- It involves the knowledge and understanding of various factors that influence
language use, such as linguistic, sociolinguistic, strategic, and cultural competence.
Dell Hymes, a linguist, developed the concept of "Communicative Competence,"
which involves understanding how to use language in various social situations and
adjusting language use based on the social context. His work is significant in
language education, helping students become better communicators by
understanding how to use language appropriately in different situations.
Key Terms and Aspects:
1. Linguistic Competence

- Knowledge of the rules and structures of a language, including grammar, syntax,

and semantics.
- Understanding how to construct grammatically correct sentences and use words
appropriately.
2. Sociolinguistic Competence
- Knowledge of the social factors that influence language use, such as cultural
norms, social class, gender, and ethnicity.
- Understanding how to use language to convey social identity and adjust language
use based on the social context.
3. Strategic Competence
- Ability to use language effectively to achieve specific goals, such as persuading,
convincing, or manipulating others.
- Knowledge of language strategies, such as using rhetorical devices, appealing to
emotions, or using language to establish authority.
4. Cultural Competence
- Ability to understand and appreciate different cultures and use language in a way
that is respectful and appropriate in intercultural communication.
- Knowledge of cultural differences, norms, and values, and the ability to adapt
language use to different cultural contexts.

The key concepts and terms associated with communicative competence

include:
1. Language proficiency
2. Real-life communication situations
3. Sociolinguistic factors (such as cultural norms, social class, gender, and
ethnicity)
4. Authentic language use
5. Meaningful language use
6. Social and cultural contexts
7. Language education
8. Language learning and teaching
9. Linguistics
10. Sociolinguistics
 These terms and concepts are central to the understanding and development of
communicative competence, which emphasizes the importance of using language
effectively in real-life communication situations and understanding the social and
cultural contexts in which language is used.

LESSON 9
COMPONENTS OF GRAMMAR
What is Grammar?
The word Grammar comes into English from French and Latin, and ultimately
from the Greek grammatikós. The grammatikós means “ Knowing one’s letters ”
and is based on the word gramma “ letter ”.
It is an uncountable noun that refers to the study of the way sentences are
constructed in any language. Grammar serves as the foundation of any language,
providing a set of rules and guidelines that govern how words are used and
combined to form meaningful sentences.
Dictionary defines grammar as the rules by which words change their forms and
are combined in other senses. It is the body of rules that describe the structure of
expressions in the English Language.

THE COMPONENTS OF GRAMMAR

1.Phonology
It is the aspects of language related to the distinctive features of the representation
and reception of sounds of language, on how sounds are organized and used in
natural languages.
It is the study of the sounds system of a given language and the analysis and
classification of its phonemes.
 Phonemes is the smallest phonetic unit in a language that is capable of conveying
a distinctive in meaning. These units are identified within the International
Phonetic Alphabet.

2.Morphology
It is the study of the structure of words and how words are formed out of
smaller meaningful pieces morpheme and other words.
It is a field of linguistics focused on the study of the forms and formation of words
in a language.
Morpheme is a minimal unit in which there is an arbitrary union of sounds and a
meaning.

3.Syntax
Syntax comes from Greek which means “ a putting together or arrangement ”.
It is a part of grammar that establish all the rules that preside the arrangement of
words in a sentence. It provides basic rules that helps in creating sentences using
the correct word order, it also helps use the language in a proper way.

4.Semantics
It is a branch of linguistics that deals with studying meaning in language. It
examines the meaning of words, phrases, and language.
Semantics looks at literal and implied meanings, the connotations words may carry
and how these meanings can change across different context. It also studies the
relationship between words, phrases, like synonymy ( words with the same or
similar meanings ), antonymy ( words with opposite meanings ), and polysemy
( words or phrases with multiple related meanings ).

5.Pragmatics
 It is the study of the ways people use language in actual conversation.
It is the study of meaning of words, phrases and full sentences, but unlike
semantics which deals with the objective meanings of words that can be found in
dictionaries, pragmatics is more concerned with the objective meanings of words
that can be found in dictionaries, pragmatics is more concerned with the meanings
that words in fact convey when they are used, or with intended speaker meaning as
it is sometimes referred to.

LESSON 10

WORLD’S ENGLISHES
What is World’s Englishes?
The term World Englishes language that emerge as it is used in
various context across the world. Scholars of world english identify the
varieties of English used in different sociolinguistic context, analyzing
their history, background, function and influence. Such variations do not
occur in terms of word choice only. They happen also in terms of
spelling, pronunciation, sentence structure, accent and meanings.

The Origins of World Englishes

In 1984, Kachru formally introduces the term ‘World
Englishes”. He proposes the Three Concentric Circles Model.

1.The Inner Circle – The countries where English is used as the

primary language, such as the USA, Britain, Canada, New Zealand, and
Australia.
2.The Outer Circle - In these countries, English is widely used as a
second language and has historical significance due to colonialism.

3.The Expanding Circle - Includes countries where English is spoken

but where it does not necessarily have a colonial history or
primary/official language status. This includes nations such as China,
Japan, South Korea.

Kachru explains that being “Native” in world englishes means

using English widely in different parts of society and deeply
integrating it into daily life. This process depends on how
English has historically been used in a community (like from
colonization). As a result, English becomes a part of the
society’s identity and Kachru believes that English belongs not
just to native speakers but to all its users worldwide.