EL17 Macroskills ACT01 PDF

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1. Differentiate receptive and Expressive macroskills. Receptive macroskills is the ability to understand words and language. Much of this type of skill is inferring communication from our environment and experiences. For example, when we hear a siren, we know to get out of the way for an emergency vehicle. Similarly, when a dog sees their owner grab a leash and put on a coat, they become excited because experience has communicated it is time to go on a walk. Receptive skill also is responsible for understanding concepts such as size, shape, color, time, and sentence structure. Expressive macroskills is the use of words, sentences, gestures, and writing to create a message or convey a meaning. It is frequently associated with identifying objects, describing events and how to do actions, create sentences and use correct grammar. Children of the appropriate age also will have the ability to recall or tell a story and answer involved questions. This is critical for social communication and communication of needs, wants, and develop writing. There are four basic language skills: Listening, Speaking, Reading, Writing. They are most commonly known as the “Microskills”. The four basic skills are related to each other by the direction of communication: receiving and expressing/producing the message. Listening comprehension is the receptive skill in the oral mode. When we speak of listening what we really mean is listening and understanding what we hear. Speaking is the expressive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words. Speaking is often connected with listening. For example, the two-way communication makes up for the defect in communicative ability in the traditional learning. Reading is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly. Writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. These skills are proven to be intertwined according to language theoriticians. They believed how receptive and expressive macroskills relate each other in building the a person’s background in knowledge. 2. Differentiate macro- and microskills. Aydoğan, H. (2014) said that language educators have long used the concepts of four basic language skills: Listening, Speaking, Reading, Writing. These four

language skills are sometimes called the "macro-skills". This is in contrast to the "micro-skills", which are things like grammar, vocabulary, pronunciation and spelling. When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills". The five skills of language (also known as the four skills of language learning) are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. These skills are Listening, Speaking, Reading , and Writing. In the context of first-language acquisition, the four skills are most often acquired in the order of listening first, then speaking, then possibly reading and writing. For this reason, these capabilities are often called LSRW skills. English Language has 5 main skills and each skill has other sub-skills and skill activities. The main skills are all basic and very important. They are called the Macro skills. Macro skills refer to the primary, key, main, and largest skill set relative to a particular context. It is commonly referred to in English language. The four macro skills are reading, listening, writing, and speaking. Micro skills concerns on understanding the speakers’ utterance. Moreover, Brown (2007) offers a simplified list of micro-skills and macro-skills. The macro-skills isolate the skills that relate to the discourse level of organization, while those that remain at sentence level continue to be called micro-skills.

3. Give examples of microskills under macroskills (such as reading, listening, writing, speaking, and viewing).  Richard (1983) and Brown (2007) exemplified the micro skills of listening; discrimination among sounds, recognition of vocabularies, detecting keywords, and recognition of grammatical structure. Haroun Abdo (2020) also added some microskills for listening which includes: Eliciting the meaning through understanding word formation and contextual clues in utterances and spoken text. Recognizing phonological features of speech. Understanding relationships between the syntactic and morphological characteristic of spoken language.

 Mishra,(2013) also gave some microskills for Reading, which she labeled as “subskills”: Global Comprehension, Skimming an Scanning, Understanding Discourse Markers Global Comprehension, or the ability to get ‘over-all’ meaning from a text, requires the sub-skill of skimming i.e. reading through the text at high speed in order to identify and pick up the main idea or ideas in the text while ‘filtering out’ the unnecessary details. Skimming a text means going through it quickly to get an overall idea of the content. We are not interested in details or any specific information while skimming. Scanning on the other hand , involves searching the text for specific piece

of information in which the reader is interested. Discourse markers are ‘signposts’ provided by the writer. These are used in a text to indicate sequence of ideas and signal the writer’s point of view. Understanding the writer’s use of discourse markers is an important sub-skill of reading. These signposts are helpful because they indicate to the reader the relationship between two parts of the text.

 Perero (2019) claimed these microskills that is imperative for writing: punctuating correctly, planning, forming letters, paragraphing, using the appropriate layout, proof-reading  Lackman, (2010) also stated some Speaking microskills on his book entitled “Teaching Speaking Sub-Skills”:  Fluency, speaking with a logical flow without planning or rehearsing.  Accuracy with Words & Pronunciation, using words, structures and pronunciation accurately.  Appropriacy, using language appropriate for a situation and making decisions about formality and choice of grammar or vocabulary.  Responding and Initiating, managing a conversation by making responses, asking for a response or introducing a new topic or idea.  Repair and Repetition, repeating or rephrasing parts of a conversation when they suspect that what was said was not understood.  Donaghy, K. (2019) cited skills necessary for Viewing:  Analysis and evaluation of visual texts and multimodal texts that use visuals,  Acquiring information and appreciating ideas & experiences visually communicated by others.  Determine the difference between fact and underlying message portrayed in visuals and between real or imaginary images.  Use pragmatic, textual, syntactic, semantic, graph phonic and other cues (e.g., the visual elements and techniques used) to construct and confirm meaning.  Recall and summarize main points, important details, and techniques employed .  Relate what was seen to personal experience or needs .  Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique a video or drama review)  Draw conclusions about the perspective and values found in what was seen.  Express and support personal reactions to and opinions of the presentation  Identify the strategies used to influence an audience (e.g., exaggeration, onesided view of a group, jolts)  Seek additional information from other sources as needed or desired. 4. What is the connection of the macro-skills with vocabulary, grammar, and literature? Macro-skills are the primary ability that involves the process of developing our knowledge and competency. Each of our macro-skills works on improving certain ability to comprehend components of language that includes the vocabulary, grammar

and literature. The fluency and accuracy within these components boils down on how we improve and develop our macro-skills. Greatly developing one’s macro skills promotes communicative competence, which involves the competency on the appropriate use of vocabulary, grammar and literature. Our macro-skills namely, listening, speaking, reading, writing, viewing, and representing, plays a key role in fostering learners’ competence. Since these skills are vital in the manifestations of interpreting and producing a spoken or written piece of discourse (literature) as well as a way of manifesting the rest of the components of a language (vocabulary and grammar). 5. What is viewing as a new macro-skill in teaching English? Why is there a need to include this skill? Viewing refers to perceiving, examining, interpreting, and construction meaning from visual images and is crucial to improving comprehension of print and nonprint materials. It is a process that supports oracy and literacy, and is a part of an integrated language arts program. It involves interpreting the images for which words stand and connecting visual images in videos, computer programs, and websites. The dominance of visual media in our lives today has led to the inclusion of viewing in the language macro-skills. We are living in a visual world. The advent of the internet and the digital revolution, the ubiquity of mobile devices which allow us to capture still and moving images easily, the appearance of video-sharing platforms such as YouTube and Vimeo, and the emergence of social media networks such as Instagram and Facebook whose users upload largely visual content, have all contributed to an extraordinary rise in visual communication and to the image, and increasingly the moving image, becoming the primary mode of communication around the world. With the inclusion of viewing in the macro-skills and proliferation of multimedia technology, it is imperative that both speakers and listeners critically assess audiovisual inputs and make meaning from them (Curriculum Planning & Development Division, 2010). 6. What is representing as a language macroskill? Why is it important to include such? ‘Representing’ as the sixth macroskill can de defined as the the ability to recognize and create elements in different modes (Jewitt, 2006; Unsworth, 2008); The ability to apply the affordances of modes in meaning making (Jewitt, 2006; Kress, 2003; Martinec & Leeuwen, 2009); The ability to link elements of information in different modes contextually in spatial or temporal layouts (Kress, 2010; Leeuwen, 2005); and The ability to navigate on screens (Leeuwen, 2005; Martinec & Leeuwen, 2009). The meaning of literacy in the 21st century has changed markedly with emerging and now dominant technologies: that is, the move away from writing to the new digital text mode, and from the medium of the book to that of the monitor screen (Kress, 2010). It is therefore important to extend the notion of literacy beyond the traditional modes of listening, speaking, reading and writing to include digital text and communication(Viewing & Representing). Contemporary language curricula in

schools need to incorporate emerging literacies (Jewitt, 2006; Kress, 2003; Martinec & Leeuwen, 2009). The escalation children’s engagement on different sites has resulted in their quickly adapting to the different navigation potential of screens (Gee, 2003; Prensky, 2001b). They are also obtaining screen-based information with different layouts of different mode composition (Walsh et al., 2007). Based on this, there are skills to be derived from children's intuitive understandings arising from their natural interactions with digital text. The skills utilize but are additional to listening, speaking, reading and writing, and involve frequent use of visuals, dynamic information, and interaction through digital text. Such skills are categorized in the literature as viewing and representing (Kress, 2010; MOE Singapore, 2010). TERMINOLOGY ACCOUNT:  Cadence- a regular beat or rhythm. : the way a person's voice changes by gently rising and falling while he or she is speaking.  Dictogloss task- is a classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction.  Morphosyntax - the study of grammatical categories or linguistic units that have both morphological and syntactic properties. The set of rules that govern linguistic units whose properties are definable by both morphological and syntactic criteria.  Pragmalinguistics - refers to the knowledge of the strategies for realizing speech intentions and the linguistic items used to express these intentions.  Prosody -refers to intonation, stress pattern, loudness variations, pausing, and rhythm. We express prosody mainly by varying pitch, loudness, and duration. We also may use greater articulatory force to emphasize a word or phrase when speaking.  Schema-based approach is grounded in capturing and using expert-generated schemas as frameworks for teaching and learning. This approach is a generalization and abstraction method designed to extract and condense as much information as possible from a single example that is spoken or written.  Sociopragmatics- refers to the knowledge of the social conditions governing language use. REFERENCE:

Admin. (2016, May 26). Difference Between Receptive Language and Expressive Language. Retrieved September 09, 2020, from

https://cstacademy.com/articles/difference-between-receptive-language-andexpressive-language/ Aydoğan, H. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(2039-2117), 9th ser., 673. doi:10.5901/mjss.2014.v5n9p672 Brown, D. H. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Longman. Donaghy, K. (2019, July 26). Advancing Learning: The fifth skill – 'viewing'. Retrieved September 09, 2020, from https://www.onestopenglish.com/professional-development/advancing-learningthe-fifth-skill-viewing/557577.article Haroun Abdoh, G. (n.d.). Skills. Retrieved September 09, 2020, from http://www.bchmsg.yolasite.com/skills.php Khoo, K.Y., & Churchill, D. (2013). The Framework of Viewing and Representing Skills Through Digital Text. J. Educ. Technol. Soc., 16, 246-258. Mishra, I. (2013, June 30). Reading Skills and its Sub-skills. Retrieved September 09, 2020, from http://literallycommunication.blogspot.com/2013/06/reading-skillsand-its-sub-skills.html Perera, N. (2019, June 10). Writing - TKT Cambridge (Teaching Knowledge Test). Retrieved September 09, 2020, from https://www.tktcambridge.com/moduleone/writing/ Richard. 1983. Listening Comprehension Skills. http://www01.sil.org/lingualinks/languagelearning/OtherResources/GudlnsFrALnggAndClt rLrnngPrgrm/ListeningComprehensionSkill.html. Retrieved on September 9 2013....