OPEN UNIVERSITY MALAYSIAHBET 1303PSYCHOLINGUISTICS IN LANGUAGE TEACHINGSEPTEMBER 2014 SEMESTER

NAME:HASMAYAH ABD GHANIIC NO:800725125990MATRIX NO:800725125990001EMAIL:maeamaezhra@gmail.comHP NO:0145708903

1. A)English language is the most spoken language in the world. It has been used in Germany in eighteen century and spreading to the whole world ever since. In Malaysia, English has known to take place in nineteen century, when the British Empire expanded its mission in searching gold. Fully aware of its importance, and as a dynamic medium of communication in stimulating growth and communication in Malaysia, The Malaysia Government innovatively instil English Language in the education stream as one of the compulsory subject. It is a challenging task for the English teachers, as it is quite a complex subject. The basic knowledge or skills in English language is the reading skill, writing skills and speaking skills. Students need to master all the skills. Writing skills is the hardest among the three. It is because, it does require writing, and any errors or mistake are obvious. One of the important things in writing skills is the knowledge of text genre. A genre, as said by BIBER, 1988, pp70, is define as a category assigned on the basis of external criteria such as intended audience, the purpose, and what activity its concern, that is, it refers to a conventional, culturally recognised grouping of texts based on properties other than lexical or grammatical (co-)occurrences feature. In short, it is more focus on the basis of use. There are many genres in writing that one should know. It includes non-fiction such as reports, editorials, articles; fiction such as novels, short stories, letters ; personal , business, greeting cards, journals, memos, messages, announcement, recipe, academic writing, forms, directions, labels; and the list is still expanding. As what we can see, genre is a grouping method that keeps the same kind of text in a group. This actually helps an individual or a student to find their desire text in a minimal time. Therefore, the English teachers especially, need to teach the students the difference or the genre of the text, especially the one include in the learning process. Furthermore, as an English teacher, most of the time, they need to deal with a specific genre or a manageable set of genres, so, they can easily define the scope of any generalisation they make, thus, will make it easier for the students to find the correct text. Furthermore, it is more straightforward, if the students know about the genre of text they were about to learn, or regarding their task, they will easily find it, and save more time. They will know what they are reading it for; selectively divide it into a short- and long-term memory. As a conclusion, it is one of the skills that the English teacher should apply and instil in the learning process. The knowledge in text genre, not only helping the students academically but in their life as well, especially when they are dealing with the real world, after they have graduated or handling a job that requires them to do many researches, that of course, involving a text.

B)INTRODUCTIONThe first five minutes, I will ask the students, whether their mother ever told them a story.

MYTHLEGENDFABLE

OWN STORYHORROR

Then, I will ask the students if they like a story and would like to hear one. Then I will distribute the stories to each one of the student, and read it for them. After that, i will ask them to move into group, and discuss the questionnaire I will give them.

QUESTIONNAIRE1. Where the event should be place in a narrative (orientation, the beginning or continuation of a conflict, a resolution)2. The conflicts or problem in each scenario3. The characters and their relationshipThe students are to underline the keywords that might help them to make their decision.

Little Varya went with her mother to the field. It was a hot day, so Varya went and lay down under a shady tree. Soon she was fast asleep. When she woke up, everyone was gone. She was afraid. She started crying. Then she walked and walked until she came to a village. There were many people in this village, but her mother was not there. Varya began to cry loudly.SETTING - Little Varya went with her mother to the fieldEVENT - It was a hot day, so Varya went and lay down under a shady tree. Soon she was fast asleep. When she woke up, everyone was gone. She was afraid. She started crying. Then she walked and walked until she came to a village. There were many people in this village, but her mother was not there. Varya began to cry loudly.

An old man came to her and asked, Why are you crying, little one?Varya told him, I am looking for my mother. I dont know where she is. Then she began to cry again.The old man felt very sorry for Varya. He asked, What does your mother look like, little one?Varya did not know how to describe her mother. She could only say, She is the most beautiful woman in the world. The old man called all the beautiful women in the village. Varya looked at each one of them. Then he said, None of them is my mother. My mother is the most beautiful woman in the world.STIMULUS - Why are you crying, little one?________________RESPONSE - I am looking for my mother. I dont know where she is.STIMULUS -What does your mother look like, little one?_______RESPONSE - She is the most beautiful woman in the world.___The students are to repeat the process for the following passage.

The students are to plot the event and identity and record the situation in the following passage.

The old man called all the beautiful women in the village. Varya looked at each one of them. Then he said, None of them is my mother. My mother is the most beautiful woman in the world.A lot of people came to look at the poor lost girl. Suddenly, a woman ran towards Varya and hugged her. She was fat and her face was big and broad. She had very few teeth in her mouth. Her eyes were very small and her nose was really large and broad.This is my mother! I told you, my mother is the most beautiful woman in the world! Varya shouted happily.The people who were crowding around Varya began to laugh. The old man said to them, Dont laugh. This little child has just shown us something. We dont love people because they are beautiful. People look beautiful to us because we love them.EVENT - The old man called all the beautiful women in the villageAMPLIF - Suddenly, a woman ran towards Varya and hugged her. She was fat and her face was big and broad. She had very few teeth in her mouth. Her eyes were very small and her nose was really large and broad.RESPONSE - Dont laugh. This little child has just shown us something. We dont love people because they are beautiful. People look beautiful to us because we love them.

Then, teacher will discuss the result with the students.

INDEPENDENTStudents complete the pro forms which require them to deconstruct texts using particular element as they read as chapter of a chosen narrative. An example of pro forma is provided. The students are to read a chosen text and record the conflicts and plots they identified.Plotting the structure of the narrativeProblem or conflictLinking in the charactersCharacters involved (relationships developed with other character)Identifying ideasCharacters reaction to the event (words, actions, thoughts)Theme or underlying messages from the conflict

It was a hot day, so Varya went and lay down under a shady tree. Soon she was fast asleep. When she woke up, everyone was gone. She was afraid. She started crying.

VaryaShe was afraid. She started cryingHer mother unawareVarya slept at the hidden place

Then she walked and walked until she came to a village. There were many people in this village, but her mother was not there. Varya began to cry loudly.

Varya..her mother was not there..Never give up

Why are you crying, little one?I am looking for my mother. I dont know where she is.

VaryaOld man

Varya could not find her mother

Brave

What does your mother look like, little one?She is the most beautiful woman in the world

VaryaOld manDescribing her mother using her own viewsImagination

Suddenly, a woman ran towards Varya and hugged her. She was fat and her face was big and broad. She had very few teeth in her mouth. Her eyes were very small and her nose was really large and broad.

VaryaVaryas motherThey found each otherLove

Dont laugh. This little child has just shown us something. We dont love people because they are beautiful. People look beautiful to us because we love them.

Old manVillagersVillagers are laughing because Varyas mother is not looks like the descriptionBeauty is subjective

EXPLORING DEEP UNDERSTANDINGStudents convert the information from their summaries of the narrative to : A concept map to show relationship connections and complications A written analysis as a review

WORKSHEET

Who is your favourite character and why?Who are the important character in thy story?[Type a quote from the document or the summary of an interesting point. You can position the text box anywhere in the document. Use the Text Box Tools tab to change the formatting of the pull quote text box.]

What is the the other way that the problem could have been solved?What is the solution of the story?What is the theme of the story?What is the problem in the story?What is the plot of the story?What is the setting of the story?Title

2.A)The first way to guide the students to figure out the meaning of the word is from its context. The context is the other words or sentences which come before or after the particular word. When the students try to figure out the meaning of the word, they will make a guess about the words meaning. To do this, they need to use as many hints or clues they can find from the words or sentences nearby. Diminishing (para 1)How can people destroy one of the great natural wonders of the world? This question terrifies some of us, and rightly, it should terrify all of us. A great variety of marine animals live in the underwater world but their numbers are slowly diminishing.To find the meaning of diminishing, first, read the sentences.. A great variety of marine animals live in the underwater world but their numbers are slowly diminishing.Step 1 : Read the whole sentences repeatedly.Step 2 : Find any clues or hint that can bring out the meaning of diminishing.Step 3 : First clue is A great variety, what is the meaning of that ? ManyStep 4 : Look for another clue, the word but, that means antonym. Therefore A great Variety is the antonym of diminishing.Step 5 : Try to jot as many words as can to find the antonym of the word A great Variety.Step 6 : Reread the sentences by substituting the words diminishing with the words that jotted.

Marine life (para3)Hundreds of ships use the Straits of Malacca. Sailing boats, cruise ships, fishing vessels and large tankers ply the Straits. Oil and waste from these vessels do enough damage to marine life. When vessels collide in mid-sea, it makes the situation worse. Oil spills and fires from the collision kill sea creatures in great numbers.To find the meaning of marine life, first, read the sentencesHundreds of ships use the Straits of Malacca. Sailing boats, cruise ships, fishing vessels and large tankers ply the Straits. Oil and waste from these vessels do enough damage to marine life.Step 1 : Read the whole sentences repeatedly.Step 2 : Find any clues or hint that can bring out the meaning of marine life.Step 3 : First clue is Sailing boats, cruise ships, fishing vessels and large tankers, These are all the water transportation on the sea. Therefore, marine life surely has something to do with sea.Step 4 : Look for another clue, Oil and waste from these vessels do enough damage to marine life. The sentence might bring the meaning that the oil and waste are killing something that live in the sea.Step 5 : Try to jot as many words as possible that has great similarity to marine life.Step 6 : Reread the sentences by substituting the words marine life with the words that jotted.

Habitat (para 5)Apart from fishing, reclaiming swampland for development also affects marine life as it leads to loss of habitat. The animals slowly starve and die when they lose their homes. To find the meaning of habitat, first, read the sentences;Apart from fishing, reclaiming swampland for development also affects marine life as it leads to loss of habitat. The animals slowly starve and die when they lose their homes Step 1 : Read the whole sentences repeatedly.Step 2 : Find any clues or hint that can bring out the meaning of habitat..Step 3 : First clue is Apart from fishing, reclaiming swampland for development also affects marine life, as it leads to loss of habitat. These bring the meaning that fishing and reclaiming swampland do harm to the marine life and the marine life will loss something. Therefore, habitat surely has something to do with a place.Step 4 : Look for another clue, The animals slowly starve and die when they lose their homes. The sentence here state that if the marine life was losing their habitat, people will starve because there will be no food. So, we know that habitat is important to make sure that the marine life stays alive. Step 5 : Try to jot as many words as possible that has great similarity to habitat.Step 6 : Reread the sentences by substituting the words habitat with the words that jotted.

B)Proficient readers are aware that there are at some point that the writers do give more than what is written on the text. They give you clues or hints as to drag you deeper into the story itself. Sometimes, the reader will predict what happens next, only by reading thorough the story, getting all the information they get along the way. The process of reaching the deeper understanding of the story by extracting the clues or hints implied, the readers are actually inferring, or making inferences.The skills of inference are quite important, especially for the students, who need to do a lot of reading from many sources or reading material. So, by making inferences, they can get deeper into the story and at the same time, save more time, as inference do not require you to go through every words.In order to draw an inference, there are several steps that the students can do. Base on the following sentence;What is the writers attitude towards marine life in the Straits of Malacca?Firstly, the students need to understand what the meaning of the sentence is. They can make educated guess using the hints before the sentences and the following sentences. I will ask several questions as to unravel these clues.QUESTIONNAIRE What do you think the sentence means considering (a certain event or action) has happened? How do you know that the sentence means (insert definition)? What parts of the text that help you tom make this inference? Where can you find other clues to help you understand? If you substitute what you think is a similar sentence, would the new sentence still make sense?

After that, the students will be given several work sheets to help them practice with inferences.Lets build sandcastle.Where we can build sandcastle?A. BeachB. RiverI want to see marine lifes alive.Where do I go?A. Fish marketB. OceanI really want to be a sailor and sail on a big ship. Where can I experience it?A. Go to the sea, and try to talk with the captainB. Look at the picture of big ship in a bookWhen the big ship is sailing, it will leave behindA. A footprintB. Oil and wasteMarine life needs ________ water to live.A. CleanB. DirtyWhat is marine life?A. Beautiful corals, lush sea grassB. Alligator, eelThe oil and waste from the big ship will endanger the marine lifeA. TrueB. FalseWe need to _________ the marine lifeA. Look afterB. DestroyApart from that, the students can also make inferences by using prior knowledge and make reasonable guesses based on the facts or evidence presented in the sentence. Prior knowledge Reasonable guesses

+ Brilliat thinking

=

An inference

What is the writers attitude towards marine life in the Straits of Malacca?E.g. The writer is terrify with the diminishing of sea marine The writer used to the clear blue water, beautiful corals and lush sea grass The writer is frustrated with the oil and waste from the big ships that can do enough harm to marine life. The writer urges the people to look after the marine life, or else there will be decreasing in the number of fish, shellfish and corals.

As a conclusion, making inference is a skill that everybody owns without even knowing it. We all tend to think about the possibilities that might happen, reconsider and proceed. For example, if we hear the sound of the siren, we will think that something bad is happening. Recall from the previous knowledge and the actual situation. We are already making an inference.

References Teachingenglish4all.wordpress.am/2010/07/02/narrative-text-in-teaching-english www.tau.ac.il/~giorar/files/Giorass-A-text-based-analysis.pdf. Newteacherintown.blogspot.com http://web.sd71.bc.ca/literacy/wp-content/uploads/2011/11/Simple-Sentences-to-infer-information..pdf