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LESSON 5 Mother Tongue

This document discusses language teaching strategies for listening and viewing skills in mother tongue. It outlines four macroskills of communication: listening and viewing, reading, speaking, and writing. It describes how listening and viewing are essential for comprehending multimodal texts that use more than one mode of communication. The document also discusses bottom-up and top-down models of processing used to explain the nature of listening. Bottom-up processing focuses on recognizing lexical and pronunciation features while top-down processing relies on prior knowledge and experience to build meaning.

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Mejane Monter
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516 views2 pages

LESSON 5 Mother Tongue

This document discusses language teaching strategies for listening and viewing skills in mother tongue. It outlines four macroskills of communication: listening and viewing, reading, speaking, and writing. It describes how listening and viewing are essential for comprehending multimodal texts that use more than one mode of communication. The document also discusses bottom-up and top-down models of processing used to explain the nature of listening. Bottom-up processing focuses on recognizing lexical and pronunciation features while top-down processing relies on prior knowledge and experience to build meaning.

Uploaded by

Mejane Monter
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

LESSON 5: LANGUAGE TEACHING STRATEGIES FOR MOTHER TONGUE

 Four macroskills of communication:


 Listening and viewing
 Reading
 Speaking
 Writing
LESSON 5.1
LANGUAGE TEACHING AND LEARNING STRATEGIES FOR LISTENING AND VIEWING
The majority of texts that students nowadays are encountering and creating are
multimodal, one where the meaning is communicated by more than one mode this
has huge implications for our education system.
 In fact, some countries have added the skills of viewing and visually
representing in the traditional 4 macro skills of reading, listening, speaking,
and writing.
 Listening and viewing are essential in comprehending and appreciating
multimodal texts.
 Viewing is defined by the Canadian Common Curriculum Framework as an
active process of ‘’ Attending and comprehending Visual Media, such as
television, Advertising phophonemic contrast, deducing the meaning of
unfamiliar word,predicting content, noting contradictions, inadequate
information, ambiguities, and differentiating between fact and opinion.
 Applied linguistics theorized bottom-up and top-down models of processing to
explain the nature of listening. We can see the importance of prior knowledge
in comprehension.
 Bottom-Up Processing- helps students recognize lexical and
pronunciation features to understand the text. Because of their direct
focus on language forms at the word and the sentence levels, bottom-up
exercises are particularly beneficial for lower level students who need to
expand their language repertoire.
-The sound, rhythm, intonation, and stress of the language can only be
perfectly adapted through listening [renukadevi, 2014].
 Top-down Processing – Relies on prior knowledge and experience to
build the meaning of a listening text using the information provided by
sounds and words.
-to arrive at a meaning of a text, the listener draws on personal
knowledge or the context, topic, speaker, situation, and the world,
matching it to the aural input.
They also engage in the ff. procedure:
- Pre-viewing
- During viewing
- After viewing/responding

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