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APPLIED LINGUISTICS for BA Students in English LANGUAGE SKILLS Classification of language skills Receptive Skills Methodological Principles for Teaching Receptive Skills Methodological Steps of Developing Receptive Skills

المؤلف:  BÖLCSÉSZ KONZORCIUM

المصدر:  APPLIED LINGUISTICS for BA Students in English

الجزء والصفحة:  P55-C1

2026-10-11

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APPLIED LINGUISTICS for BA Students in English

LANGUAGE SKILLS

Classification of language skills

Receptive Skills

Methodological Principles for Teaching Receptive Skills

Methodological Steps of Developing Receptive Skills

In a lesson when the teacher’s aim is to develop receptive skills the first step to do is to introduce the topic of reading/listening. So the first step to do is planning a warm-up activity. When we want our students to read a text about London for example, we are supposed to show a picture of London or to present a song about the capital of Great Britain etc. Here we have to exploit the following characteristic of language users, he will have expectations about what he is going to read/hear before he does so. A reader who sees the headline ‘Storm in the Houses of Parliament’ expects to read about a political debate in the British Parliament. So when we choose a text we are to activate the predictive skills of our students. The learners are expected to extract the specific information from the text and they are expected to find out one or two facts. That is the reason why we always have to set pre-reading/pre-listening tasks before reading or listening. At this stage the teacher aims to focus the students’ attention on certain facts mentioned in the reading/listening. The next purpose of the teacher will be to sustain the students’ attention while they are reading/listening to the extract. As a while-reading/listening task a teacher can ask the students to underline certain words or phrases or on hearing certain facts or data the students can clap or raise their hands. After reading/listening to a text the students are expected to do some post-reading/listening tasks. They have to get the general picture which means that they have to infer the opinion or attitude of the writer or the speaker. The ability to infer opinion and attitude is largely based on the recognition of linguistic style and its use to achieve appropriate purposes. Another post reading/listening task for the teacher can be to make students deduce meaning from context. The point is that the deducing of meaning is important for a language user who will often mean unknown words and we will try to train students in the same way to guess the meaning of unknown words. Teachers can make students recognize discourse markers, styles and registers as well. It is important for the teachers to develop students’ discourse competence in addition to their linguistic/grammatical competence as well. Teachers are also expected to focus on the intercultural aspects of language teaching. This is the way how social-linguistic competence of students can be developed. For example, London can be compared to Budapest as a post-reading/listening task. On requiring our students to use synonyms, antonyms and circum locution the teachers can develop students’ strategic competence as well. This is the way how we can develop reading/listening skills in a communicative way.

Bloom's Taxonomy has been one of the most influential books in planning reading tasks and has been widely used by American educators in planning their teaching program. The following categories can be used to develop students’ thinking skills while they are reading a story. This is the way how teachers can make reading a story a holistic activity.