MICROSKILLS AND MACROSKILLS OF FOUR LANGUAGE SKILLS
A. Listening 1. Microskills Discriminate among the distinctive sounds of English. Retain chunks of language of different lengths in short term memory. memory. Recognizese English stress patterns, words in stressed and unstressed positions, rhythmic structures, intonation concourse, and their roles in signaling information. Recognize reduced forms of words. Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance. Process speech at different rate of delivery. Process speech containing pauses, errors, corrections, and other performance variables. Recognize grammatical word classes (nouns, verb etc. systems (e.g. tense, agreement, pluralisation, patterns, rules, rules, and elliptiacl elliptiacl forms. Detect sentence constituents and distinguish between ma!or and minor constituents. Recognize that a particular meaning may be e"pressed in different grammatical forms. Recognize cohesive devices in spoken discourse. 2. Macroskills • Recognize the communicative functions of utterance according to situations, participants, participants, goals. • #nfer situations, participants, goals using real$word knowledge. • %rom events, ideas, and so on, describes, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalisation, and e"emplification. e"emplification. • Distinguish between literal and implied meanings. • &se facial, kinetic, body language, and other nonverbal clues to decipher meanings. • Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from conte"t, appealing for help, and signalling comprehension or lack thereof. B. Speaking 1. Microskills • • •
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Produce differences among English phonemes and allophonic variants. Produce chunks of language of different lengths. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours. Produce reduced forms of words and phrases. &se an ade'uate number of le"ical units (words to accomplish pragmatic purposes. Produce fluent speech at different rates of delivery. onitor one)s own oral production and use various strategic devices * pauses, fillers, self$ corrections, backtracking * to enhance the clarity of the message. &se grammatical word classes (nouns, verbs etc. systems (tense, agreement, pluralisation, word order, patterns, rules, and elliptical forms. Produce speech in natural constituents+ in appropriate phrases, pause groups, breath groups, and sentence constituents. E"press a particular meaning in different grammatical grammatical forms. &se cohesive devices in spoken discourse.
2. Macroskills ppropriately accomplish communicative functions according to situations, participants, and goals. &se appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face$to$face conversations.
-onvey links and connections between events and communicate such relations as focal and peripheral ideas, events and feeling, new information and given information, generalisation and e"emplification. -onvey facial features, kinesics, body language, and other nonverbal cues along with verbal language. Develop and use a battery of speaking strategies, such as emphasising key words, rephrasing, providing a conte"t for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you. C. Reading 1. Microskills Discriminate among distinctive graphemes and orthographic patterns of English. Retain chunks of language of different lengths in short term memory. Process writing at an efficient rate of speed to suit the purpose. Recognize a core of words, and interpret word order patterns and their significance. Recognize grammatical word classes (nouns, verb etc. systems (e.g. tense, agreement, pluralisation, patterns, rules, and elliptical forms. Recognize that a particular meaning may be e"pressed in different grammatical forms. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses Recognize grammatical word classes (nouns, verb etc. systems (e.g. tense, agreement, pluralisation, patterns, rules, and elliptical forms. 2. Macroskills • Recognise the rhetorical forms of written discourse and their significance for interpretation. • Recognise the communicative functions of written te"ts, according to form and purpose. • #nfer conte"t that is not e"plicit by using background knowledge. • %rom described events, ideas, etc. #nfer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and e"emplification. • Distinguish between literal and implied meanings. • Detect culturally specific references and interpret them in a conte"t of the appropriate cultural schemata. • Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from conte"t, and activating schemata for the interpretation of te"ts.
D. Writing 1. Microskills • Produce graphemes and ortographic patterns of English. • Produce writing at an efficient rate of speed to suit the purpose • Produce an acceptable core of words and use appropriate word order patterns. • &se acceptable grammatical systems (e.g. tense, agreement, pluralisastion, patterns and rules. • E"press a particular meaning in different grammatical forms. • &se cohesive devices in written discourse. 2. Macroskills • &se the rhetorical forms and conventions of written discourse. • ppropriately accomplish the communicative functions of written te"ts according to form and purpose. • -onvey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and e"emplification. • Distinguish between literal and implied meanings when writing. • -orrectly convey culturally specific references in the conte"t of the written te"t.
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Develop and use a battery of writing strategies, such as accurately assessing the audience)s interpretation, using pre$writing devices, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
