PKB3105 ENGLISH LANGUAGE TEACHING METHODOLOGY

GROUPS MEMBERS: ANIS BINTI MOHAMMAD SOFIAN IZYAN DIYANA BT NEEMAT NUR HAMIZAH BINTI GHAZALI WAN ROSNANI BINTI WAN AHMAD PISMP PK5 JAN 2010

ISL WEEK 2
Check the internet or the resources in the library on the auditory receptive skill problems of:

e) auditory association f) auditory sequencing

INTRODUCTION
Auditory processing skills include listening to the information (auditory attention), analyzing the sound or word (auditory decoding or discrimination), attaching meaning according to the rules of language (auditory association), pulling everything into a whole that can be used (integration), and organizing and producing a response (auditory outputorganization).

AUDITORY ASSOCIATION
Definition: 1. The ability to organize and associate auditory presented material in a meaningful way. 2. Auditory Associative Deficit - It often involves the inability to apply the rules of language to incoming auditory input.

Characteristics of Auditory Association Disability

Fails to enjoy being read to by someone else. Has difficulty comprehending questions. Raises hand to answer question but gives foolish response. Is slow to respond, takes a long time to answer. Has difficulty with abstract concepts presented auditory.

 Troubles learning sounds of letters and letter names, individual words with categories, etc. May not be able to follow verbal directions, conceptualize the concepts of words, numbers, etc. May have difficulty classifying objects and ideas presented verbally. Receptive language deficits in vocabulary, semantics and syntax

 Syntactic difficulties especially with linguistically complex messages such as passive voice and irregular verbs Difficulty understanding sentences in passive voice or compound sentences Difficulty comprehending information of increasing linguistic complexity Difficulty understanding multiple meaning words

 Difficulty understanding negative wh questions Difficulty with pragmatics and social language Difficulty acquiring a foreign language Good reading decoding skills, possibly poor comprehension Poor understanding of math application problems (word-based) despite good calculation ability

 Possible impacts on written language with errors of punctuation, grammar, verb tense, and capitalization May use run-on sentences Early academic performance may be grade appropriate with the deficit appearing around 3rd grade and becoming more apparent as linguistic demand increase

How The Problem Can Be Remidiated

These children need clarification rather than repetition of information. Information should be rephrased using smaller or different linguistic units. Focus on the use of rules of language A systematic learning approach is recommended that includes the use of multisensory, rules-based approach to language and learning

 Avoid whole language environments and situations requiring self-monitoring of learning behavior Avoid ambiguity Multi-sensory augmentation of learning tasks
Increase linguistic familiarity with: Contextual derivation of word meaning

Verbal chaining Rehearsal/reauditorization Paraphrasing Summarizing Comprehension check by asking for demonstration or paraphrase rather than repetition of information Impose external organization aids

 Pre-teaching of new information Statement of rules first

Metalinguistic metacognitive strategies training to enhance auditory comprehension and memory such as: Chunking of meaningful units

 Use multiple choice or closed set tests Waive the foreign language requirement Speech-language therapy focusing on receptive language and to build lingusitc/metalinguistic skills May benefit from dramatic arts, word games, puzzles

Example:
Michael struggles with the whole language curriculum in his classroom. He has difficulty performing any independent academic tasks. Instruction must be simplified. Symptoms Has receptive language deficits, including semantics and syntax. Has difficulty with whole language concepts.

 Demonstrates expressive semantic difficulties, such as poor use and understanding of antonyms, categorizations, synonyms, or homonyms. Shows difficulty comprehending information of increasing linguistic complexity. Has difficulty understanding words that have multiple meanings. May have writing difficulties (grammar). Has difficulty with reading comprehension and story problems in math.

Strategies
Rephrase information using smaller linguistic units. (The focus is on linguistic clarity, not acoustic clarity.) Use a learning approach that includes a systematic, multisensory, rule-based method to language and learning. Teach methods to enhance auditory comprehension and memory: Chunking Verbal chaining

Rehearsal Paraphrasing Summarizing Check comprehension by asking for demonstration or a paraphrasing rather than repetition of information. Analyze grammatical errors in writing and teach to "fix" errors. Directly teach antonyms, synonyms, and increase complexity over time.

AUDITORY SEQUENCING
Definition : 1) Is the ability to remember the order of items in a sequential list. For example, the alphabet, numbers, and the months of the year are learned. 2) The ability to remember, order or reconstruct information such as directions, lists, events, sounds that are presented aurally. Most sequencing tasks have a memory element involved.

AUDITORY SEQUENCING MEMORY

Definition : 1) The ability to recall in correct sequence and detail prior auditory information. 2) Responding in ways other than verbally to the task often makes for easier recall.

Characteristics of Auditory Memory Disability

Does not know address or phone number Fails to remember instructions Has difficulty memorizing nursery rhymes or poems. Has difficulty knowing the alphabet

How The Problem Can Be Remediated

Increasing the number of items to recall Increasing the number of items to choose from Increasing the perceptual or conceptual similarity of the items used Requiring that the items are remembered in order or specified order (last to first)

 Introducing a delay before the child responds Introducing a distracting task before allowing the child to respond Increasing the complexity of the verbal instruction Putting a time limit on the activity Increasing the level of background noise

 To mastering auditory sequencing: - Sequential order can be determined by attensive listening to the clues in these short stories and simple direction. There are 60 photocopiable worksheets which are great for work with individuals or groups.

REFERENCES
http://www.cumbria.gov.uk/elibrary/Content/In ternet/537/705/1109/1290/1292/382461585 4.pdf Roger Pierangelo et al (2002). Assessment in Special Education. Boston. A Person Education Company.