receptive and productive skills

1. Integrating Receptive and
Productive Skills in a Reading lesson
Muhammad Azam
Research Scholar
COMSATS Institute of Information
Technology Lahore, Pakistan

2. Receptive Skills
• The receptive skills are listening and reading.
Because learners do not need to produce
language to do these, they receive and
understand it.
• These skills are sometimes known as passive
skills.

3. Receptive Skills
• The writer set up a listening activity and ask
the students to fill the gaps by using There
isn’t/aren’t and Is/Are there?.
• This introduced the pupils indirectly to some
examples containing those forms without
making them a conscious focus.

4. Productive Skills
• The productive skills are speaking and writing,
because learners doing these need to produce
language.
• They are also known as active skills.

5. Productive Skills
• For the sake of productive skill, the writer set
up a pair speaking activity in which the
students practiced What’s that?, What’s this?,
What are these? and What are those?.
• In this activity, the pupils found the objects in
the pictures on the left and test his/her
partner about the objects.

6. Integrating Receptive and Productive
Skills
• The integrated lesson draws on the lexical approach,
encouraging learners to notice language while
reading followed by activities involving the other
three skills.
• As a result, teachers can potentially diversify
methods and forms of classroom teaching and
learning, improve learners’ overall and specific
language competence.

7. Teaching Stages Which Utilizes A
Reading Text
• (1) Eliciting ideas
– Ask students if there is a baby in their family. How would
you feel if someone stole their baby? What would they do?
Why do people steal babies?
• (2) Highlighting lexis and their meanings/Vocabulary
– Check meaning of any words that may cause difficulty.

8. Teaching Stages Which Utilizes A
Reading Text
• (3) Giving the title of the story
– The objective of this stage is to prepare students mentally for the
prediction task.
• (4) Predicting text
– Put students into pairs or small groups and ask them to predict the
story based on the words given.
• (5) Ordering jumbled paragraphs/Skimming
– The objectives of this stage are to apply group work in order to
negotiate meaning and to do skimming.

9. Teaching Stages Which Utilizes A
Reading Text
• (6) Listening for the right order
– The objective of this stage is to provide the correct order and a reason
for gist reading
• (7) Reading comprehension
– The objective of this stage is to focus on overall meaning or main
ideas in the text.
• (8) Acting out the story/Speaking
– The objective of this stage is to measure students’ comprehension in a
fun, non verbal way.

10. Teaching Inductive Reasoning in
Primary Education
Presented by
Muhammad Azam

11. Inductive Reasoning
• Klauer (1989) defined inductive reasoning as the
systematic and analytic comparison of objects aimed
at discovering regularity in apparent chaos and
irregularity in apparent order.
• Regularities and irregularities at the nominal level
are recognized through comparing the attributes of
elements, and comparisons at the ordinal level and
the ratio level involve relationships among elements.

12. Reasons to Teach Inductive Reasoning
• 1. Our increasingly more complex society demands
people to handle huge amounts of information that
becomes dated quickly.
– pupils should not only be taught considerable amounts of
knowledge and skills for reading, writing, and math, but
they should also be equipped with general reasoning skills
to order information processing.

13. Reasons to Teach Inductive Reasoning
• 2. Reading, writing, and math performances are
dependent on general reasoning skills.
– For example, text comprehension is a constructive process
that involves making inferences and integrating
information from separate words and sentences. Basically,
this process is inductive.

14. Teaching Procedure
• The process of transfer is on a low level
– It involves a simple application of conceptual and
procedural knowledge in the same domain used
for teaching the knowledge.

15. Teaching Procedure
• The process of transfer is on a middle level
– It refers to the use of strategic knowledge. This kind of
knowledge relates to general cognitive strategies, such as
elementary deductive and inductive reasoning rules and
means–end analyses.

16. Teaching Procedure
• The highest process level of transfer
– It is connected to decontextualized knowledge, such as
scientific thinking schemes, main ideas, and final learning
goals. The transfer relies on mindful application of the
schemes’ encompassing metacognitive strategies.

17. Method
• Visual material was applied to Grade 3
– Test for Inductive Reasoning (TIR). The near-transfer learning effects of
the Program Inductive Reasoning with visual tasks were measured by
means of the Test for Inductive Reasoning (TIR), which was specially
designed for this research project
• Verbal material (text) was used for Grade 4
– Tests for reading comprehension. Tests for reading comprehension
were used to measure the near-transfer learning effects of the
program using verbal tasks and the far-transfer effects of the program
using visual tasks.

18. Conclusion
• Pupils who followed the program with visual material
showed greater learning effects than pupils who
were taught using the program with verbal material.
• The common visual mode of the third-grade program
and the far-transfer test induced better learning
results.

19. Teachers’ perceptions of error:
The effects of first language and
experience

20. Error Analysis
• In second language acquisition, error analysis studies the
types and causes of language errors. Errors are classified
according to:
– modality (i.e., level of proficiency in
speaking, writing, reading, listening)
– linguistic levels (i.e., pronunciation, grammar, vocabulary, style)
– form (e.g., omission, insertion, substitution)
– type (systematic errors/errors in competence vs. occasional
errors/errors in performance)
– cause (e.g., interference, interlanguage)
– norm vs. system

21. Error Analysis
• In practice, error correction involves a threefold process of:
– identification
– Evaluation
– Correction
• Teachers might usefully choose to correct errors which are
specific to the genre being produced, those which most
disturb readers, those which most interfere with text
comprehensibility or those which are made most consistently
by the student.

22. Influence of certain Factors
• teachers’ evaluations of student writing seem
susceptible to the influence of a variety of factors;
– stereotyped expectations of students’ ethno-linguistic identities
– their training in ESL instruction
– their perception of whether writers are native or ESL students

23. Methodology
• The participants comprised three groups of 16
members each:
– a Japanese teacher group (JT)
– a group of native English speaking non-teachers living in London with
little experience of Japan or the Japanese (NES)
– a group of native English speaking teachers from the UK (NST)

24. Methodology
• The participants comprised three groups of 16
members each:
– a Japanese teacher group (JT)
– a group of native English speaking non-teachers living in London with little
experience of Japan or the Japanese (NES)
– a group of native English speaking teachers from the UK (NST)
• All participants were given a 150 word text on the topic
of ‘beauty’ written by a freshman student (pre-
intermediate level) at a Japanese women’s university

25. Methodology
• We used infringement of rules to refer to raters’
statements which focused on grammar, mentioning
the inappropriate application of a rule or a failure to
grasp a previous teaching point.
• intelligibility referred to statements mentioning
ambiguity, flow hindrance, confusion, fluency, etc.
• A third category, other, included comments referring
to non-native deviance, un-naturalness, and so on

26. Methodology
• L1 teachers of English are less lenient in correcting
errors, find more errors, and employ infringement of
rules as their main criterion in judging error gravity.
• The native English speaking teachers, in contrast,
drew on both grammaticality and intelligibility in
identifying errors, were more selective in correction
by identifying far fewer errors, and saw appropriacy
as a basis of error judgments.

27. Error Analysis of Written English
Essays: The case of Students of the
Preparatory Year Program in Saudi
Arabia

28. Error Analysis
• The field of error analysis (EA) in Second Language
Acquisition was established in the 1970s by Corder
and his colleagues.
• EA is a type of linguistic study that focuses on the
errors learners make. It consists of a comparison
between the errors made in target language (TL) and
within that TL itself.

29. Error Analysis
• EA have two objectives;
– The theoretical object is to understand what and how a
learner learns when he studies an second language (L2).
– The applied object is to enable the learner to learn more
efficiently by using the knowledge of his dialect for
pedagogical purposes.

30. Error Analysis
• Error analysis help the teachers in three ways;
• firstly to correct their errors,
• secondly to improve their teaching
• thirdly to focus on those area that need reinforcement

31. Methodology
• The written essays of 32 participants of the chosen university.
The topics given in the essays were general but argumentative
in nature.
• Ha'il University campus, my city, car accidents, shopping, or
my favorite season.
• The participants were asked to write a well-developed essay
from 150 to 200 words within one hour during one of their
English classes.

32. Data Analysis
• Corder's (1967) method on error analysis was
used.
This method has three steps:
• (1)collection of sample errors,
• (2) identification of errors and
• (3) description of errors.

33. Conclusion
• The Arabic speakers in this study committed ten
common errors;
• verb tense,
• word order,
• subject/verb agreement,
• pronouns,
• spellings,
• capitalization,
• prepositions,
• articles,
• double negatives
• sentence fragments.

34. Conclusion
• The overt influences of Arabic on the students'
writing of English indicate that language teachers
need to take careful stock of the transfer and
interference of the students' mother tongue in their
spoken or written production.
• The influences of the mother tongues on the
students' learning of English is to collect these errors
and ask the students to analyze them and if they
could to correct them