A language learner’s proficiency in the various sub-skills will be different; furthermore, every learner’s needs in each sub-skill will be different from the next learner’s needs - A language learner’s proficiency in the various sub-skills will be different; furthermore, every learner’s needs in each sub-skill will be different from the next learner’s needs
One of our roles as teachers of E2L is to help learners to develop those skills and sub-skills which they - One of our roles as teachers of E2L is to help learners to develop those skills and sub-skills which they
- are weak in
- need for a particular purpose
- Also, we need to help them identify which sub-skills are most appropriate for a particular task
Look again at Units 2 and 11. How many examples of sub-skills practice can you find? Make a list. Look at these examples: - Look again at Units 2 and 11. How many examples of sub-skills practice can you find? Make a list. Look at these examples:
- Unit 2 Page 19 Exercise 3 – listening for gist;
- Unit 11 Page 89 Exercise 3 – proof- reading writing
- Compare your lists. Same or different?
- So, learners need to be able to identify which sub-skills are required for a task, & then to implement them
- Outside the classroom, this happens automatically: people ‘are able to select those sub-skills that are most important to their task’ (Harmer, 1991)
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