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The Four Strands of a Language Course Pou! Nation describes the main types of ecivty that should make up « bolanced language course These include meaning focused listening ond reading, language ecused instruction, meaning focused speaking and writing, and fluency development actives i im of his paper so apely cen research and theory in second language acauston to the devign of counes for lamers of gli, independent of sy parieular method of language teaching ‘basic assumption tat es bind this pape is tht Ris notwise forateache oF course desigier 10 ally attention to the sounds and spelling of the Tanguay, tough dct vocabulary std rough amar exercies and explanation, and trough Aeierteatenon to dour eaes. 5 Leming though meaning focused cutout; hat, tough speaking and writing where the learners attention ison conveying ideas and messages to sroter person. themselves wit a particular +++ teaching and learning activitles 4 p.,eioping ent use of rmathod of language teaching. Fs much more productive to become Ssware of the nmporant Principle of teaching ad Teaming, and to apy these In ways that sut the learners, the teaching ‘ondions and the sls of the tache.Thismay result in courses that use difeen kinds of teaching and Teaming actives but which frdamentlly draw on the same principles, A elated assumption is tht teaching andl fearing fective that have become unehonae fr variety ‘of reasons may sill make 2 postive coeibtion to leaning they apply useful pincile and i they are focused on worthwhile goals. Thus, pronunciation practice, stucture drill, leming, words oot of coment dictation aces and repetion acts prormed in an appropriate way can contbute 10 fone ofthe sands ofa cause. The ek isin vn them a useful focus anda stable amount of tre ‘The four strands This paper suggss that a well-balanced language course should consi of fou roughly equal sands: 1 Leaning though meaninglocised input hat through listening and reading vere the lamer sttetion iron the ideas ard menage conveyed by Be languase 2 teaming trough debate ateton to language ems and language features; that is, through that have become unfashionable for a variety of reasons may make a positive contribution €0 learning if they apply useful "8 principles and if they are focused ‘on worthwhile goals.” known language stems and i featuces ovr the four sl of Istenieg, speaking, reading werting; that i, Decoming art wih whats already own, A welkplanned language couse has an appropriate balance of these four sence 1 trough those sand that learners achive the Fearing goals ofa language couse; namely Muent contol ofthe sounds spelling vocabulary, grammar and discourse features ofthe language, 30 that they ‘an be used to communicate elective ‘Thare 1 2 tendoncy for language courses not to balance the four sands and, indeed, to gve almost ‘0 atertion to some of them. Courses which have & vety rong. communicative focus often actively scourge foal lngusgefocusod learning, Tere is ‘0 jtifeation for his a8 second language acaston research shows that appropriately focused stetion to language items can make 2 very postive contbuton to leering (Elis 1990; Long 1988). At the other ‘tome, there are courses that seem to do litle else but focus on foal fetes fhe language with ile ‘0 no opportunity to use what has Been eared to receive and produce real mesiage. Perhaps even more commonly, there are courses that provide opportunity to cecsve and preduce messages that sve useful tention to anguage features, but that do not provide opporuniy forthe leanes to become truly lent in using what hey know. Lets now look at ach ofthe fou sands to se what Jusifieation there is or singuishing #8 2 separate stand, he conditions that super larg, and vome typical actos that eet up the condone for reaming Meaning-focused input Meaving-focused input consis of messages tha the leer elt foes msi forthe ea tat ae contained in the mesage. It could include tives lke lstening to 8 requihing. comparton with the learners present -oowedge and centive use of the em. Creative use ‘an be receptive and may inelve meting the ern ew context F having to rethink the sgnicance of the tem "Woical actives to represen this strand of ering in 2 couse are reading grades readers lsenng © Sores, taking pain or observing negated dsloie In informaton. gap actviies, and receptive Infonratin varsfer aces Palmer 1980, In stoning 1 stories, he story, taking part in a conversation, following Instuetios, oF watching teevison. Several writers (Krashen 1981; Newmark 1981; Tylor 1982; Tere! 1982} “Language-focused instruction involves giving attention to features of the language not just for a particular message that they convey, but for their spoken or written form, their general teacher choos 2 sory tha ieatable forthe oe fhe Teamers ad ead to ther So that they can enjoy the story Any dificult words 0 constuction tat occur ae ‘ulely explained and ted using diferent teminology Meaning, the patterns that they fit” the blackboard, without see moaning locied not 35 the major source of language leaming, provided cerain conditions for this leaning through compichension occured, Newmat (1981: 39, for secample sy: ‘compres sppouc can wa 3 ong 38 ‘he mata preted fr comprehension in fet rs of) sient nai aces ‘those isang can be fered by ser who 2 ving aeton “eel (1982) and Kraken (1981 wool alo add that, the leaner must et feo arnious tested by he ‘The comprehension approach has its ces. Some such as Greg (1964) rise the logic and research leridence hat the approach is based on. Others such as Sain 1985) suggest that its not sfcet oes In the kind of leaning tis neaded wo produce the Fanguage. All these cries, however, agree that language learing couses should contain subartia! ‘anit of receptive activity. Tey consider that this receptive activity alone, however, spt sient for language fearing In addition o bing interested in the input and being ble understand most of sme esarchers would Say thatthe new tes in the input should be noted by the learners, and if posible procesed in ways into or their correct use.” Interruping the sory too uch. The main foc ison the lesmers following, and eniying the story. Whe story I 2 lng try ike 3 graded reader, can continue over several ay, Te 2 sail. The teacher should read the sory at a reasonably slow pace making sure the leament are following There should be quent pauses to ge he eames time to understand, and pares or verte can be epeted to male them leer ‘The emphasis in thie erand is on the quay of enjoyable, understandable input Language-focused learning Languagefocused instruction involves giving attenion to features of the language not just fora Parcalar message that thay convey, but for thie Spoken ox writen for, ther general ening, the pater that they fit into, or ther ome use. Foe example, the teacher may explln the meaning of a word to learer ad show the pattem If ito, the leamers may work tough exercises based on a rule, such as eto make the pas tei, “There is now considerable evidence 10 show that languagefocused_instuction can help second language leaning. Reviews by Long (1988) and Elis (1990) suggest that language focused instruction can have the fling foc 1A combination of language focused inition and meaning focused nstaction lends 12 beter resuls than ether Keo insvetion alone. 2 Languagefocused insiuaion can spend up the ‘ate of second language acausio, 3 Lanquapeocusd instruction may help lamers ta convinue 1 improve thet contol of stanmar rather than becoming stuck with cern enor 4 Some language-ocused instucion can ood “SPushed output extends speakers and in doing so heightens their awareness of the importance of iectly to sequision, depending on the Kind of tems focused on, Meaning-focused output Some teszuchers argue thatthe knowledge that is noeded 0 spaak wil ot come ules the latte are ‘shee! to speak. Swain (1985) argues tht learners an comprehend input without having to look corey at the ranma. Mf, however, they are pushed 10 produce cuput, then the atertion that thy give tothe trammar changes; evidence to suppor thi ides is beginning © appear Bis 1982, eames ate pushed when ough encouragement oF necessy they have 10 reduce spoken language in 5 Language-focused Particular grammatical features in familiar areas, These Irstrction can ndectly provide meaning focused There are, however, limitations on the effect of languagefocused instruction, These liitations Incl the folowing 1 Language focused nsruction cant change the ‘order in which learsers acquire cea compen, ‘evelopmenta features ofthe language, sch 8s questions, negatives, and relate clauses, 2 Languagefocused instruction needs tbe combined wih the opportunity to use the same ams in meaning cased use 31 Some tems learned though language focused Instruction may only be avaabet th lear in planned use. anguage focused lenin contibuts 1 language Teaming in three way, on det and two inde Fist under cerain conditions, cin ad tect to Implicie language knowledge trough the explicit learning of new vocabulary stuctres, a alacourse features. Second, can ee lene’ awareness of ‘tai language eaees 50 ha they are meray noticed in meaning focused input, hs inreaing the leaming fom meaning focised inp (lis 1993) Thi, it can davelop explict knowledge of the language which can be used 10 add to imoict knowledge through carey. produced output becoming. meaningfocused input, or though ‘racice,aihough present resestch does nt suppod the idoa that practice can make expt knowledge contibute to mpi knewledge, productive use of the language.” seas may be unfamiiar because the leamers are more uted to listening oF reading than speaking, oF ae not acetone to Speaking certain kinds of discourse, or ate now expected to produce a higher standard of spoken Janguage in tems of accuracy, precision, coherence ard appropriateness. shed output extends peaks and in doing 40 helghions thor awareness of the impotance of particular grammatical fetus in productive use of the language. “The conliionsrequted for language development through speaking atl weking inci the onpertunity to review prevousy me ites that not siroly repeat thm but real the fos ded to expres meanings, andthe chance to use ams in way that are new othe user, ‘An elermntary level meaning focused speaking activity called speaking by number pute these Conditions into practice. Each leamer it pan a ‘umber and a topic: The topics eoulé include my {amy money, coming to school my hobby ees, red let. The lamers can thik about their opis for 8 minute oc two and then the teacher cals & uber “he leamer with that number then says wo o ee seotenees about his o er paticalar tpi. Then that Sspelar alle number andthe lamer with that rurbor has 0 ask the speaker 9 queton related to the topic jst spoken about. When tho question is arsweeed, the questioner calls @ number and the reson with tha number asks another question. This haopens tre four times ad then the tesche calle ‘the numb fhe next parson 0 speck about the tonic that the mew speaker was given, More advanced aves include rle pay, problem solving aciviles, reading activities, and. split information ss. Fluency development activities Fuency asthe following characteris 1 imvlies “the processing of languege in rea time” (chick 1992! 358), That & leemers emonsate fluency when they take patt in ‘meaning focused ativan do it with speed and ease without holding up he flow oft. Thee are ‘btenable signs that can be used © measure ‘changes in fancy (Mev and Nation 1991 Lennon 1990) Thess include speech rte (as measured in wordt of syllables per minute) (Gaifths 1991), number of filed pauses such as tum, ah eran! a nurber fund pauses, 2. The use of language doesnot require 2 peat desl ‘of stenton ad fot rom he lear 3 Fueny ie kl apec of language use Although it depends on gualty of knowledge of the language, and its development involves the ‘ddlon to, and resrucuring of, knowledge, in ‘esonceit involves making the bet posibe se of ‘what is aleady brown LUnaly distinction is made between fueney and sccurcy and between actives that are designed to ‘develop fluency and accuracy. This esti is ful to maintain. Nation (1989) and Areva ac Nation (199 foun hat an acy that was designed to bring aout an increase in cre, also ested ia {reduction of ero aida crease ln grammatical complexity. A theese nzeses wth which arness rake we of what they Koon, then they ae ble 10 five move atti tothe qual of what hey use. Schmidt’ (1992) comprehensive review of the paychological mechaniss underlying second Tanguage fluency shows that it is not possibe to accor for development in fuency simpy though fan increase in speed of processing. Substantial Increases in fuency also involve changes nthe rate Of the Knowledge of language. Andersons (1968) [ACT® theory of sk developmen includes joining Sequences Ino lrgr uns, broadening the use of Some rules, narowing the scope of thes, and stengeningthoee that are mest ectve. Cheng (0985: 367 ser resrucuring asthe esse featre Lunderiving sklled performance. Restuctring Involves charging the ntgaton and organisation of knowledge components zo that “the procedure ‘volving the od components i eplaced bya more cffctive procedure involving the new component.” en thearstht Se repeated patie asthe major ‘determinant of development see fluency & being relitd toa charge in knowledge. t's, therefore, rot surpring that developments in ency ar elated to developments in accuracy. Fluency tkaly a develop ifthe ollwing cndtons 1 The lerers tate part in activites where al the language some ace within tei previous experince Ths means that he earners work with Taney famiior topics and types of dicouse making use of known vocabulary and suuctes, 2. The sctviy fe meaning focused. The leanes Interest fron the communication ofa rmesage and Ie subject tthe real tine’ pessues and demands of mal meaningfocused communication (Brumfit 1984 56-57. {There supportand encouragement th earner te pac at & higher tar neal level. This means that in an activity with 2 fency evelopment pol, lene should be speaking fant compuchecing faster, hestaag 1a, and ‘ng large planned chunks than they o in their norms ue of language ‘Tate need tobe substantial opportunities for both seceptive and productive anguage uve where the goal Fefluenc. the ems that have been learned are not rely avalible force, ten he Fearing has befor ile purpose In the 472 echnique (autce 1983), fares work in pals with one acting 28th Speaker andthe cher as Tene, The speak talks fr four minutes on 2 ‘epic while the parineisers. Then the pais change wil each spesker giving the same infomation to 2 rw pret in tse mints, followed by a fate change and a two minute tk Fromm th point of view of Muency, this activity has those impertant fetes. Fit, the demand of the tctvty a Finite o 8 much smaller st han would ‘occur in moet uncontlled leaning actives. ‘This canbe done by contol by the wacher, 25s the ‘ase in most receptive ueney activites such as reading graded readers © lstening oso, or can the done by choice, planning or repetition by the lear: the 4/2 activity the speaker chooses the eas and language toms, and plans the way of ongnising the tak, The 4 and 3-mino delivers allow the speaker fo bring these aspects wall under ont otha hercy can become the lamin al of ho activity, Note at he repetson ofthe tak is sll vith the leaner atniton because of the changing audience. Second, the speaker's attention Is on “Gnother way of reaching @ higher heuel on the meuge than usual level of performance is ‘to work on the quality of the performance. This can be done ‘Thar ate numerous ways of designing 2 planning and raparation element Into listening. and speaking cts, Here are some bef suse + brainstorming the topes + preening on the tpi; + observation of ters ding the tty; + repeated opportunities to de he activi: + preparing and practising inthe fit language: + preiction atts. purpose of the preparation to make the ‘quality ofthe Usteing Sin the, lnene, i through having an opportunity for speaking seach 2 higher Understand what is being ssid. Thied, the leamer is lp o each a high ae of prtormance by having the opportunity to repeat, and by the challenge of creasing tim to convey the same message. Fourth, the user i encouraged to proces a large quantity of language 4/92 thsi ne by lowing the speaker 1 perioen without intrupion and by having te speaker make hee deliveries of he ak Another way ofeaching higher than usual fve of Performance iS t0 ork on the quality of the performance. This can be dane through having an pporunty for planning and preparation. Crookes (1980) investigated leamers who wete given 10 rmiutes to plan what words, phases ard ideas they would use ia thei explanation of how @ build & LEGO model or complete a map. He found that, ‘compared o leaers who sere net given time to lan, the lamers who planed prodced fonger Uueerances, and produced more grammatically complex speech Planning and preparation can be done individually, withthe help of guide shoes or in groups. Before doing 2 same orcferentsplitinforation activity, for example ll the lames who ae A get together and work on what they wil sa. Sia al the lesmes wo are & get gether and plan and practi. Aer {his has ben done thes pale up with the Bt do the acy, planning and preparation.” level than would without the preparation, Balancing the strands ‘ha four trands ofa couse should gat oughly equ, proportions of time. In making this ealultion, time Spent withthe language ouside the classroom must bo becorsdered, but only if meets the conetions for leaning fora particular Sra. That if lamer speeds Lt of tine watching TY, this could not be ‘counted as much meaningocused input most of what head om the TV isnt understood “Tare coud be small adjusters tothe proportion af time according 19 the level of the students. For ‘example, the isormediate lve about 20% of he class time could be given to larguapefocused lestuction. This insraction might inclode pronunciation practice, vocabulary teaching. and leaming, grammar models and exploration, and feedback on speaking and wang parormance. This woul be less than In the begining of the couse wher the leamers needed more meds, guidance Sd explanation. Later in the course, Inquage focused insrction stil has a wel role to pay, thou the time gen 16H would be lest. nthe ‘vanoad ages, there could be feral feback on perormance especially 10 get over fossiisation, ‘vocabulary expansion, and atenton to discourse an sociolinguistic conventions ‘Where the ite contct with the language ouside theschool at he immediate lve, meaningocused Figenng and reading input could be glen about 30% of the class tine, meaning locused speaking and wring abou 20% and enc actives abou 30% These lst tree srands become vary eificult to tinguh from each otber ae leamer proficiency Increases. This cause speaking activites involve thes ltning, group work ineviably lavoves a mixture of listening and speaking iteration, and fluency aie may alo conte wo accuracy, the leaning of langage ters, and elicousekrowledee, 235 wel 38 improving kl in use 1s probably ot Imporant 10 distinguish these thee sands at avanced levels of proficiency. What is more Imporare iso ensue that the learer are no geting two much fone srand atthe expense of another, This article is based on 2 book entitled Teaching Listening and Speaking tha inthe da sage. References ‘Andesn, JR 1989. Practice, working memory, and he ACT® theory fsklaculstona cement on Carlson, Sullivan, and Schneider Journal of Experimental Psychology: Leaning Memory, and (Cognition 15: 527-530, ‘evar, Supo! & Nation, 1S.P. 1991, Fluency Improvement ina second language. RELC Journal 22, 184-94 Beebe, LM. (e.) 1988. sues in Socond Language ‘Acquistion. New York Newbury Heuse. runt, C1, 1984. Communicative methodology In Tanguage teaching: The roles of fluancy and accuracy, Cambridge: Cantoige Univers Pres (Gheng, PW. 1985. Rectrng versus automatic: ‘Alrnative accounts of ail” acquisition Pryholopica Review 92: 414-423. Crookes, G. 1989. Planning. ard interlanguage ‘ariaton, Sides in Second Language Acquisition 1367-384, Elis, R, 1990, Instructed Second Language “Acoust, Oxford: Ba Blackwell — 1992. Learing to communicate in the ‘lssoom: A study of awe lenguape learners requess, Studies In Second Language Action were — 1993. the structural syllabus and second Tanguage acquistlon. TESOL Quarterly 27 rors Fotos, $1996 negating grammar instruction and commuricave language use though gyammar consclousnesaising tasks. TESOL Quarterly 282:323-951 ‘Gass, Susan M. and Madden, Carlyn G. eds) 1985. Input in Second Language Acquistion. Mass Newbury House. Creag, KR: 1984. Krashers manitor and Oceans ‘azo. Applied Linguistics 5:79-100, rifts, R. 1991, Pasolgial esearch in an 12 conta atonal, and evew of selected tudls, ‘Aoi Linguists 124:345-368 xcasher, $0. 1981, The fundamental pedoogicl Principle in second langauge teaching. Studla LUnguiscs 35:1-2350-70, Lennon, P1990, Investigating Muncy In FL: A quantiatve approach. Language Leaming. 403: e747 Long, M1988, suc intlanguage development In Beebe, Lod. 1988 Mactce, K: 1983. The fueney workshop. TESOL ‘Newsleter 17429, Nation, 15.P. 19068. Improving speaking, Muency. Sytem 173:377-388 Palme, DM, 1982. tformation vans for Istenng and reading, English Teaching Forum 20:1:29-33. Soh R19, Theol ofcasciousnes in sacond language learning. Applied Linguistics 102: 125-158, Schenit, R. 1982. Pychologicel_ mechanisms “undeying second language Mueney. Stace Second Language Acquistion 4357-385, Soin, M, 1905, Communicative competence: Some roles of comprehonsile input and copmvehensible ‘output ins development. n SM. Gass and CG. Madden 1985: 235-253, Tylor, 8 1982. ta search of ral really, TESOL ‘Quanely161:26-82, Teel, 1982. the natal approach to language teaching: An update. Moder Language Journal 662:21-12 Paul Nation isan Associate Professor atthe Engh Language Instiute in” Victoria Univrsy of Wellington, New Zealand. He has taught in indonesia, Thailand, the United Sate, Filan, and Japan His specialist interest ar language teaching methodology and vocabulary leaming

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