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This unit talked about the two elements of receptive learning, reading and listening. Although the four components of learning, reading, listening, speaking and writing are equally important, a person would often have to learn reading and listening first before learning speaking and writing. Yet, the approach to teach can be a blended by incorporating the four parts to one lesson to create a balanced learning process while still focusing on teaching certain elements.
There are two types of receptive learning. One is for a purpose and another for entertainment. When it is for a purpose, the receptive learning generally requires higher concentration and more effort from the learners. It also needs repeated reviews and practice. Nevertheless, these two types are often mixed, entangled or interchanged.
There are many ways of doing receptive learning. The type to be used depends on the needs, importance and the amount of time allocated. The common ways of receptive learning include content predicting from headlines, quick scanning for specific information, skimming from the main point for general idea, information detailing for more or full benefit and deducing from the words, phrases or sentences given for the meanings beyond what these structures directly presented.
When teaching the receptive learning, instructor would have to be aware of the problems or potential problems in the lesson. Often times, these problems are connected with the language contained in the subjects, the text, the status of sentence complexity, the length of the words, the number of the difficult or unknown words as well as the tasks the learners have to accomplish, etc.
Once the instructor acknowledged the problems, he or she would have to make efforts to avoid the emerging of problems or solve the problems that are already present. The ways of avoiding potential problems or solving the existing problems can be any one or more of these several ways: 1) pre-teach the difficult vocabularies, 2) carefully select topics that are interesting to the learners, 3) create students’ interest before starting the teaching, 4) diversify the topics over the time that would attract all learners including advanced, intermediate and weak, 5) use the materials to practice different skills, and 6) select realistic materials that fit learners’ understanding abilities and sustain learners’ interest. Of course, these are not the only ways.
Among the three ESA (Engage, Study, Activate) methods, the Patchwork teaching would be more suitable over the Straight Arrow and the Boomerang. The Patchwork ESA teaching allows multiple attempts in each of the three phases until the goal is reached.
In any regards, in teaching the receptive learning, there are many ways to reach the same objectives. Instructor has to be very creative, problem-solving to keep the learners engaged, motivated and make the teaching effective.
