MACROSKILLS OF ENGLISH

2 Categories of
the Macroskills

1. Listening
2. Reading RECEPTIVE – Input
3. Viewing
4. Speaking EXPRESSIVE - Output
5. Writing

Receptive- a language that person understand, how we understand the language input we
receive.

Expressive- is a language a person produces, is the encoding or production of a message

Theory of Macroskills

- Communicative Competence (Dell Hymes) refers to the ability of the learners to use the
language with appropriates cohesion and strategies.

4 Aspects of Communicative Competence

1. Linguistic Competence – It has the familiarity with using the rule of language
2. Sociolinguistic Competence – knowing where or when to use
3. Discourse Competenece – organization of idea
4. Strategic Competence – its how to cope in certain communication/conversation
(fluency, Efficacy)
 5.

2 forms of Macroskills in Teaching

1. BICS (Basic Interpersonal Communication Skills) (not strict)

● BICS refers to the language we use in our daily interactions with others.

● It is important because it underlies all communication such as small talk, casual

conversations, or phone calls.

● BICS helps us avoid misunderstandings and conflicts.

● Without BICS, we wouldn’t be able to understand or express ourselves

effectively.

CALP (Cognitive Academic Language Proficiency) (strict)

● CALP refers to the language used for academic and formal purposes.

● It’s the language of textbooks, lectures, essays, and classroom discussions.

● CALP is essential for academic success and business communication

● Developing CALP skills can be challenging, as it involves complex tasks like

listening to lectures, taking notes, and writing academic papers.

BICS skills are acquired more quickly, both BICS and CALP are essential for mastering

a new language.

- Being socially fluent is not the same as being able to use the language at the same
academic level.
 - To sum things up. BICS helps us connect socially, while CALP empowers us Academically

4 Approaches in Teaching Macroskill

1. Content-Based Instruction (CBI):

o Focus: CBI centers around teaching English language through content or subject
matter, such as history or social studies, rather than focusing solely on language
itself.
o Scenario Example: In a CBI class, students learn about historical events by
reading primary sources, discussing their significance, and writing essays that
analyze the impact of those events on society.

2. Communicative Language Teaching (CLT):

o Focus: CLT emphasizes real-life communication and meaningful language use.
o Scenario Example: During a CLT-based lesson, students participate in a mock job
interview. They practice introducing themselves, answering questions, and
negotiating salary terms.
o

3. Personal Growth Approach (PGA):

o Focus: PGA aims to develop learners’ personal and interpersonal skills alongside
language proficiency.
o Scenario Example: In a PGA-oriented class, students engage in reflective journal
writing. They explore their emotions, set personal goals, and express their
thoughts on self-improvement.

4. Cultural Mode Approach (CMA):

 o Focus: CMA integrates language learning with cultural understanding and
appreciation.
o Scenario Example: Students explore a famous piece of literature from a different
culture. They analyze the cultural context, discuss cultural nuances, and create
presentations that highlight cross-cultural connections

What is expressive Macroskills?

Expressive macroskills is the use of words, sentences, gestures, and writing to create a message
or convey a meaning. It is frequently associated with identifying objects, describing events and
how to do actions, create sentences and use correct grammar.

- Macro skills refer to the main language skills that individuals need to develop in order to
effectively communicate in a particular language. These skills include listening, speaking,
reading, and writing.

- Each of these macro skills consists of sub-skills that are essential for language teachers to be
aware of in order to effectively teach a foreign language.

-For example, in the context of teaching English as a second language, communicative language
teaching (CLT) emphasizes the teaching of these macro skills within content and task-based
activities .

- Reading comprehension, one of the macro skills, is particularly important as it supports

learning in various subjects and requires assessment to evaluate students' abilities and the
quality of the learning process. Overall, macro skills play a crucial role in language learning and
teaching, and understanding their components is essential for effective language instruction.

- Macroskills are needed in order for us to communicate and understands with each other.
Mastering these skills will help a learner become more competent in speaking, pronunciation,
vocabulary, grammar and spelling.
Teaching expressive macro skills is important for several reasons:

Effective Communication: Expressive macro skills enable students to effectively communicate

complex economic concepts, analyses, and findings to diverse audiences, including
policymakers, stakeholders, and the general public. This ensures that economic ideas are clearly
understood and can influence decision-making processes.

Critical Thinking: Teaching expressive macro skills encourages critical thinking and analytical
reasoning. Students learn to evaluate economic theories, models, and policies critically,
enabling them to assess their strengths, weaknesses, and real-world implications.

Problem-Solving: By developing expressive macro skills, students become adept at identifying

and solving macroeconomic problems. They learn to propose innovative solutions to issues like
economic instability, inequality, and unemployment, contributing to the advancement of
economic theory and policy.

- Overall, teaching expressive macro skills is crucial for nurturing informed, articulate, and
socially responsible economists and citizens who can contribute meaningfully to
addressing complex economic challenges at local, national, and global levels.
THE EXPRESSIVE MACRO-SKILL (SPEAKING)

Speaking is the action of conveying information or expressing one's thoughts and feelings in
spoken language. It is the process of building and sharing through the use of verbal and non-
verbal symbols in variety of context.

NATURE AND PURPOSE OF SPEAKING

We speak to create an image of ourselves to others. By using speed and pausing, and variations
in pitch, volume and intonation, they also creat a texture for their talk that supports and
enhanced what they are saying. The Nature of Speaking Brown (2004) states that speaking is a
productive skill that can be directly and empirically observed. Compared with writing and
reading skill (commonly assumed as written language, receptive skills), speaking has some
distinctive characteristics. In speaking, speakers do not typically speak complete sentences; use
less specific vocabulary than in written language.

There are three general purposes that all speeches fall into: to inform, to persuade, and to
entertain.

Depending on what your ultimate goal is, you will start by picking one of these general purposes
and then selecting an appropriate speech pattern that goes along with that general purpose.

MECHANICS & PROCESS OF SPEAKING The parts of our body that are used to speak can be
broken down in to three areas:

(1) Phonation, which includes the larynx, vocal folds, glottis, and epiglottis,

(2) Resonation, which includes the use of the pharynx, oral cavity, and the nasal cavity, and

(3) Articulation, which includes the lips, tongue, hard and soft palate, lower jaw, and the gums.
Phonation is the process of vibrating the vocal chord for initial production of speech.

Resonation is the amplification and modification of the sound originated in the larynx.

Articulation is the production of the individual sounds or phonemes of a given language.

Speech style and Register

Martin Joos
- Speech style means the form of language (speakers uses characterized by the degree of
formality)

- He determined the style also called clocks

Five classes of Style

1. Frozen Style – use in very formal settings, does not required feedback, most formal style for
respectful situations (used in print media, rules or declamation)

2. Formal Style – straightforward, avoids using slang terms, only transmit info. to the audience,
does not encourage participation or interaction.

3. Consultative Style – Semi-formal, short and spontaneous, not planed, involves cooperation
but not required, allowed feedback.
4. Casual Style – Informal, used in daily basis, used slang term,

5. Intimate Style – for very close relationships, self-talk,

Speech acts - are actions performed through speech, where saying something isn't just
conveying information, but also performing an action.

The term register refers to the various ways people use language based on who they're talking
to and their situation. We often talk about register in terms of formality.

• The register we choose to use during communication (consciously or subconsciously) is

determined by several different social factors, such as the context (where), purpose or occasion
(why), and audience (who).

• JARGON - Words and terms a specific group of people uses usually related to work that others
might find difficult to understand.

Frozen register- known as static register (wedding vows, readings from bible) it continues
remain the same

Formal register- often associated standardized version of English (used to address people with
who have authority like principal, police and so on)

Consultative register- conversation between expert and novice (doctor and the patient)

Types of Speech Deliveries

1. Impromptu

- speaking involves delivering a speech without any prior preparation or rehearsal. Speakers
must rely on their knowledge, creativity, and ability to think on their own.

2. Extemporaneous

- speaking involves delivering a speech with some preparation but without the use of a full
script. Speakers typically use notes or an outline to guide their speech allowing for flexibility and
spontaneity.

3. Manuscript

- Involves delivering a speech by reading directly from a prepared script. This method ensures
precision and accuracy but may lack spontaneity.

4. Memorized

- Involves delivering a speech that has been fully memorized beforehand. Speakers recite their
speech from memory without relying on notes or prompts.

Speech Formats

1. Interaction

-refers to a conversation between two or more people that is mostly casual and informal

- refers to direct oral communication between two or more people, often in the form of a
conversation, discussion, or dialogue

2. Transaction

- Is a specific exchange between two parties where each party has a purpose for the interaction
and typically expects to gain something
- It can involve bargaining, negotiation, and potentially money or other resources.

3. Performance

-Is where one party has a clear agenda to share information and convince the other party of
something, possibly to gain their confidence or to convince them to join a cause or activity

-Performance is a public or publicfacing presentation or act that is intended to entertain,

engage, or make a statement