lOMoARcPSD|57928238
Teaching and Assessment of the Macroskills
General Education (Capiz State University)
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lOMoARcPSD|57928238
Macroskills viewing) and can be expressed creatively in
the five macroskills are listening, speaking, writing and speaking.
reading, writing and viewing; they are called Teaching macro skills enriches other language
"macroskills" in contrast to "microskills" like aspects, particularly vocabulary, grammar, and
grammar, vocabulary, pronunciation. literature, which are essential pillars of
are interconnected but serve different primary language.
functions - listening and reading are for
understanding, while speaking and writing are
Communicative Competence (Hymes, 1972)
for expressing information.
referred as the “ability to use language, or to
teachers need to develop competencies in all
communicate, in a culturally appropriate
macroskills through interactive activities. this
manner in order to make meaning and
should be connected to developing other
accomplish tasks with efficacy and fluency
competencies like vocabulary, grammar, and
through extended interactions” (Tarvin, 2014, p.
literature.
6).
Goal: to develop communicative competence
The connection of macro skills with vocabulary,
Receptive Vs. Expressive Macro Skills
grammar, and literature is part of
_______________ - learners receive and
communicative competence. This includes:
process language. - listening reading and
1. Grammatical/Linguistic Competence: Acquiring
viewing
phonological, morphological, syntactic, semantic rules,
productive skills learners produce language
and lexical items.
speaking and writing
2. ____________________: Learning pragmatic aspects
Oral skills Literacy skills like cultural values, norms, and sociocultural
Receptive skills conventions in social contexts.
3. Discourse Competence: Understanding rules of
Productive skills cohesion and coherence in oral and written discourse.
4. _____________________: Utilizing verbal and non-
.
verbal strategies to compensate for breakdowns and
Macro Skills Competencies in The K-12 Curriculum
enhance communication effectiveness.
The English Curriculum Guide by the
Department of Education (DepEd) for the K to
Implications of Inculcating Communicative
12 System highlights "Component 3: Making
Competence in Teaching English as a Second Language
Meaning through Language."
(Tarvin, 2014),
It emphasizes the Language Arts and
use of grammatically feasible language.
Multiliteracies Curriculum (LAMC), which
inclusion of socio-cultural appropriateness.
consists of five interconnected sub-strands
focus on meaningful understanding, not just
(listening, speaking, reading, writing, and
memorization or discrete point tests
viewing).
effective language use for task
These sub-strands serve as the foundation for
accomplishment.
understanding, creating meaning, and effective
proficiency in decoding and encoding
communication across different subjects in the
messages with appropriate socio-cultural
curriculum.
intent during social interactions.
Connection of Macro Skills with Vocabulary, Grammar,
and Literature
BICS vs. CALP
Vocabulary, grammar, and literature are
second language learners must acquire two major
essential elements in language: Vocabulary
aspects of language proficiency (Teemant and Pinnegar,
represents words, grammar governs language
2019),
usage, and literature consists of written or
Basic Interpersonal Communicative Skills (BICS)
spoken works.
for conversational proficiency: descriptive
Integration of macro skills, vocabulary, grammar,
grammar
and literature is mutually beneficial and
Cognitive Academic Language Proficiency (CALP)
strengthens language proficiency.
for academic proficiency: prescriptive grammar
Listening and reading enhance vocabulary,
These aspects were identified by Jim Cummins as
which in turn improves speaking and writing
crucial in second language acquisition.
skills.
Reading about grammar rules enhances
grammatical ability, improving grammar usage
in speaking and writing.
Literature knowledge can be acquired through
various language skills (reading, listening, and
lOMoARcPSD|57928238
Grammatical Content; and o Lexical Content or
vocabulary
Syllabus Types Advocated by CLT
________________ focused on the four skills of
reading, writing, listening, and speaking, and
breaks each skill into its component micro skills.
Functional organized according to functions the
learner should carry out in English.
Quadrant of BICS and CALP ______________ based around the content and
notions learners need to express.
______________ specified tasks and activities
students should carry out in the classroom.
3. Personal Growth Approach
focuses on the relationship between language
and learning in each student. It values
literature and considers the students' interests
and experiences.
___________- there are few clues about the meaning of It emphasizes student interests, hands-on
the communication apart from the words itself. collaboration, and critical thinking while
- Highly academic integrating all four macro skills (listening,
___________ – communication that occurs in a context speaking, reading, and writing).
of shared understanding, e.g visual cues, gestures, 4. ___________________________
expressions, specific locations, etc. integrates cultural knowledge into language
learning
Approach in Teaching Macroskills emphasizes cultural context, intercultural
1. __________________________ competence, and the use of authentic
integrates subject matter content with materials.
language learning objectives. teaches culturally appropriate language functions and
emphasizes meaningful communication communication skills for effective interactions with
related to specific content areas, promoting people from different backgrounds
both language proficiency and content
knowledge.
uses authentic contexts for learning,
encourages active engagement, and integrates
the four language skills.
learners receive language support and cultural
insights, making it applicable across subjects
and educational levels
2. ____________________________
Communicative Language Teaching (CLT) focuses
on teaching communicative competence, which involves
using language for different purposes, settings,
participants, and text types, despite limited language
knowledge. (Richards 2006),
The communicative language teaching should
emphasize lessons that guarantee:
Purposes for which the learners wish to acquire
the target language;
Setting where the learners want use the target
language
Communicative Events where learners
participate;
Language Functions or what the learners can do
with or through language;
Notions/Concepts or what the learners need to
be able to talk about;
