PKBK3073

ENGLISH LANGUAGE TEACHING

METHODOLOGY FOR PUPILS WITH
LEARNING DIFFICULTIES

JABATAN BAHASA
 1. UNDERSTAND LANGUAGE
■ Introduction to language
■ - Definition and concept
■ The communication process
■ Componen6s of language
■ - semantics
■ - phonology
■ - morphology
■ - syntax
■ - pragmatics
■ Factors affecting language learning / acquisition
– Cognitive
– Environment
– Attitude
■ Current issues regarding language and language
 1. UNDERSTANDING LANGUAGE
■ i. Understand the definition and concept of
language
■ ii. Identify aspects of language acquisition and
language learning
■ iii. Explain the communication process
■ iv. Identify the components of language
■ v. Explain factors affecting language learning
 PHONOLOGY

■ Linguist have identified approximately 43

distinctive sounds in English
■ These elemental units of language are
called phoneme
■ Phoneme: smallest linguistic unit of sound
that can signal a difference in meaning
Phonemes of English
 PHONOLOGY
■ Can describe all of the sounds in English in
terms of the way those sounds are produced.
■ Vowels are classified in terms of the place of
articulation (the location of lips and tongue),
manner of articulation (how the sound is
produced), and whether the sound is voiced or
unvoiced (vocal folds vibrate during production
of the sound
 PHONOLOGY

■ The study of the sound system of language

■ Linguist attempt to identify the phonemes of a
language and the rules (or constraints) that govern
the combination and pronunciation of these
phonemes
 MORPHOLOGY

 The study of words and how they are formed

 Determine how sounds can be put together to
make words; govern the structure of words
 Morpheme : smallest unit of meaning in a
language
 MORPHOLOGY

 Free morpheme: can stand on its own as a

word with meaning
 Bound morpheme: cannot stand alone but
has meaning only when it is attached to
other morphemes: Prefixes – un, pre, il, &
suffixes – able, ing, s
 Allomorphs : ‘s’ sometimes pronounced /s/
(cats) & sometimes /z/ (dogs)
 SYNTAX
1ST Stanza from Lewis Carroll’s ‘Jabberwocky’
“Twas brillig, and _______slithy toves
 Did ______and gimble in the ________;
 All mimsy were the borogoves
 And the mome raths outgrabe.
(the: gyre; wabe)
Can guess accurately about they type of word
that must go in the blank (1st word: article, 2nd
word: verb, 3rd word: noun)
 SYNTAX

The study of the rules that govern

how words are put together to
make phrases and sentences
 SYNTAX: phrase structure rules

1. The dog is running

The – article, dog – noun, is –auxiliary
verb, running - main verb
S = NP + VP
NP = Art + N
VP = Aux + V
 SYNTAX: phrase structure rules

2. The girl is reading a book.

S = NP + VP
NP = Art + N
VP = Aux + V + NP
NP = Art + N
SYNTAX: surface structure and deep structure

Go to bed!
Surface structure : what we actually hear =
Go to bed!
Deep structure : underlying linguistic
structure of the utterance = You go to bed.
 SEMANTICS

Colourless green ideas sleep furiously.

Syntactically correct.
This sentence makes no sense
Rules that govern which words can
meaningfully go together
Semantics; the study of the meaning of
words
 PRAGMATICS
The use of language for communication
The use of language to express one’s
intentions and to get things done in the world
(Gleason, 2009)
Includes the study of rules that govern the use
of language for social interaction (rules
governing the reasons for communicating;
rules that determine the choice of codes used
in communication)
 PRAGMATICS
“Can you come to the table?” (indirect
speech act: an utterance for which the
syntactic form does not match the
communicative intention)
“Yes” (not moving to the table)
“Please come to the table now?”
(go to the table)
Every utterance is a speech act
 PRAGMATICS

Include the study of rules of conversation –

the relation principle (Grice, 1975)
- a respond must be relevant to the topic
- quantity of information provided
- quality of that information (truthfulness)
- manner (directness)
(can be difficult for children)
 PRAGMATICS

Include the study of rules of conversation –

the relation principle (Grice, 1975)
Level of politeness differ in the home setting
as compared with that of the school (Bryant,
2009)
Require an understanding of people and
their social environment