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It is about English 107, Bachelor of Secondary Education in English

1. ENG 107 - Teaching and Assessment of the Macroskills CHRISTOPHER G. MORATA

2. Course Description ENG 107: Teaching and Assessment of the Macroskills is a course designed to equip pre-service and in-service teachers with the knowledge and skills necessary to effectively teach and assess the four language macroskills : reading, writing, speaking, and listening + viewing. The course focuses on developing pedagogical approaches, instructional strategies, and assessment techniques for each skill, with a particular emphasis on integrating technology and addressing the diverse needs of learners.

3. Course Objectives Upon completion of this course, students will be able to: Demonstrate a comprehensive understanding of the nature and development of the four language macroskills . Design and implement effective instructional plans for teaching reading, writing, speaking, and listening. Select and utilize appropriate assessment tools to measure students' proficiency in the four macroskills . Integrate technology into language teaching and assessment. Reflect critically on teaching practices and make data-driven instructional decisions.

4. Course Outline Module 1: Foundations of Language Teaching and Learning Nature of language and language learning Second language acquisition theories Principles of effective language teaching Curriculum development and lesson planning Module 2: Teaching and Assessing Reading Reading comprehension strategies Vocabulary development Critical reading and analysis Assessment of reading proficiency (e.g., quizzes, tests, projects)

5. Course Outline Module 3: Teaching and Assessing Writing Writing process and stages Genre-based writing instruction Assessment of writing (e.g., rubrics, portfolios) Feedback strategies Module 4: Teaching and Assessing Speaking Oral communication skills Pronunciation and intonation Fluency and accuracy Assessment of speaking (e.g., oral presentations, interviews)

6. Course Outline Module 5: Teaching and Assessing Listening Listening comprehension strategies Listening for different purposes Assessment of listening (e.g., dictation, listening comprehension tests) Module 6: Technology Integration in Language Teaching and Assessment Technology tools for language learning Online platforms and resources Authentic materials and tasks Digital assessment

7. Course Requirements Active participation in class discussions and activities Completion of assigned readings and reflections Development of lesson plans and teaching materials Implementation of teaching practices and assessment Portfolio of teaching artifacts

8. G RADING SYSTEM Assignments and projects (30%) Written Outputs (30%) Periodic exam (30%) Attendance/ Class participation (10%)

9. Lesson 1: Nature of Language and Language Learning Learning Objectives: Define language and its components (phonology, morphology, syntax, semantics, pragmatics) Differentiate between language acquisition and language learning Discuss the factors influencing second language acquisition (age, motivation, learning styles, etc.) Content: Nature of language: structural and functional perspectives Components of language and their interrelationship First language acquisition theories (behaviorism, innatism, interactionism) Second language acquisition vs. learning Factors affecting second language acquisition

10. Defining Language Language is a complex system of communication that involves the use of sounds, symbols, and gestures to convey meaning. It is a shared tool that allows humans to interact, express thoughts, and build relationships. While there's no single universally accepted definition, several influential linguists have offered their perspectives: Ferdinand de Saussure , a Swiss linguist, emphasized the arbitrary nature of language, highlighting the lack of inherent connection between a word and its meaning. Noam Chomsky , an American linguist, focused on the innate language capacity of humans and the underlying grammar that governs language structure. Ludwig Wittgenstein , an Austrian philosopher, explored the relationship between language and thought, arguing that the meaning of words lies in their use within specific contexts.

11. Language components Phonology Definition: Phonology is the study of speech sounds and how they are organized and used in a language. It focuses on the smallest units of sound (phonemes) and how they combine to form meaningful words. Morphology Definition: Morphology is the study of word structure. It examines how words are formed from smaller units called morphemes, which can be roots, prefixes, or suffixes. Syntax Definition: Syntax is the study of sentence structure and how words combine to form phrases and clauses. It focuses on the grammatical rules that govern word order and sentence formation.

12. Language components Semantics Definition: Semantics is the study of meaning in language. It explores how words, phrases, and sentences convey meaning and how that meaning is interpreted by listeners or readers. Pragmatics Definition: Pragmatics is the study of how language is used in context. It examines how social factors, cultural norms, and the speaker's intentions influence the interpretation of language.

13. Language Acquisition vs. Language Learning Language acquisition and language learning are two distinct processes involved in mastering a language. Language Acquisition Subconscious process: Occurs naturally without conscious effort, similar to how children acquire their first language. 1. Languages are both acquired and learned – so conscious and unconscious effort is needed when picking up a new one - SCILT Immersion-based: Relies heavily on exposure to the language in real-life contexts. Focus on communication: Prioritizes meaning and understanding over grammatical accuracy. Error correction: Often implicit and based on context.

14. Language Acquisition vs. Language Learning Language Learning Conscious process: Involves deliberate study and practice. Instruction-based: Typically involves formal classroom settings or structured learning materials. Focus on form: Emphasizes grammar rules, vocabulary, and pronunciation. Error correction: Explicit and focused on correcting mistakes. In essence: Language acquisition is more akin to picking up a language naturally, like a child does.   1. Why do children learn languages more effortlessly than adults? - UNRIC.org Language learning is a more structured approach that involves conscious effort and study.   1. Learning languages requires conscious effort and practice | IOE - Faculty of Education and Society - UCL – University College London While these two processes are different, they can complement each other. For example, language learners can benefit from creating immersive environments through media and interaction to enhance their acquisition process

15. Factors Influencing Second Language Acquisition (SLA) Second Language Acquisition (SLA) is a complex process influenced by a variety of factors. These can be broadly categorized into learner-related and environmental factors. Learner-Related Factors Age: Younger learners often exhibit greater ease in acquiring pronunciation and fluency. Older learners, however, often bring more cognitive resources and motivation to the learning process.

16. Factors Influencing Second Language Acquisition (SLA) Motivation: Intrinsic motivation (learning for personal satisfaction) is generally more effective than extrinsic motivation (learning for rewards or to avoid punishment). Goal orientation and attitudes towards the target language community also play a significant role. Learning Styles: Visual, auditory, kinesthetic, and tactile learners respond differently to teaching methods. Understanding individual learning styles can enhance the effectiveness of instruction.

17. Factors Influencing Second Language Acquisition (SLA) Aptitude: Natural ability for language learning can influence acquisition speed and proficiency. However, aptitude is not a fixed trait and can be developed through practice. Personality: Extroverted learners may be more confident in using the target language. Anxious learners might experience difficulties in oral production. Cognitive Style: Analytical learners may excel in grammar and vocabulary acquisition. Intuitive learners might be better at picking up language patterns through exposure.

18. Environmental Factors Input: The quantity and quality of exposure to the target language are crucial. Comprehensible input, slightly above the learner's current level, facilitates acquisition. Output: Opportunities to use the target language actively promote learning. Corrective feedback is essential for language development. Learner-Learner Interaction: Opportunities for interaction with other learners can facilitate language practice and negotiation of meaning.

19. Environmental Factors Teacher Factors: Qualified and experienced teachers can significantly impact learning outcomes. Teaching methodologies and classroom management also play a role. Cultural Factors: Cultural similarities or differences between the learner's and target language cultures can influence learning. Intercultural competence can enhance language acquisition.