INTRODUCTION
Language, similar to some other idea, has a few definitions. This is, obviously, because of the way that individuals appear to see things from alternate points of view.
Language is the declaration of thoughts by methods for speech-sounds consolidated into words. Words are joined into sentences, this blend offering an explanation to that of thoughts into musings. Language is an arrangement of signs that we use in speaking with ourselves and with each other. Language additionally has composed signs which are the letters in order that we use recorded as a hard copy.
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Communication, in any language, is just conceivable as a result of the linguistic images that capacity as indicated by certain principles and shows. Language is associated with the psychological procedure of comprehension. This is effectively discernable when one glances at how language is gained, particularly, in youngsters. Be that as it may, it goes past how we become familiar with a language. Communication is just conceivable due to the psychological procedure of encoding and translating data. Obviously, this is very perplexing. The multifaceted nature could be found in our failure to disentangle data in a language whose framework we have not procured. In any case, our intellectual capacity would, simultaneously, be available to learning the images of any language should one choose to learn it.
In short, language is the thing that empowers us to absolute particular sounds; go along with them into words, and into significant sentences to convey our thoughts and contemplations.
INTER-RELATIONSHIP OF LANGUAGE SKILLS
Among the four language skills of listening, speaking, reading and writing, listening and reading which are a progressive procedure have a place with linguistic comprehension while speaking and writing which are interrelated have a place with linguistic production. Linguistic comprehension and linguistic production are two parts of correspondence in which speakers and audience members, readers and authors are interconnected and inter conditioned as far as psychological and cognitive procedures just as data move process since similar modals of data process and such abstract variables in data process as measure of jargon, cognitive capacity.
RELATIONSHIP BETWEEN LISTENING AND READING
Better understanding of the inter-relationship among listening and reading must be useful in creating linguistic comprehension. Listening and reading are open skills; however audience members and readers don't get data through outside improvement.
Listening and reading are correlative and strengthen one another. Initially, listening can encourage one's ability of reaction to language, which prompts quicker reading. Such a quick and entangled reasoning procedure can drive forward the improvement of the audience members' capacity to react rapidly to the linguistic importance. Consequently this capacity of snappy reaction is vital for speed reading and exact reading. Reading gives more chances to students to think in English.
Through reading, the students can broaden their schematic information which is helpful for improving listening comprehension. A great deal of reading empowers the understudies to get more contribution by presenting themselves to different sorts of linguistic material, to widen their insight, to expand foundation information and enhance schematic information, linguistic and non-linguistic.
RELATIONSHIP BETWEEN SPEAKING AND WRITING
Speaking and writing have a place with productive capacity. Speaking and writing are interrelated and cause positive exchange one another. First, speaking initiates writing in a indirect manner. Improvement of writing doesn't rely upon the advancement of writing skills as it were. Besides, additionally speaking can accelerate writing. Speaking is restricted in time so it ought to be done in a brief timeframe in which any amendment and revision can't be made. The speakers ought to have brisk reasoning and quick reaction. Hence all the more speaking is helpful for writing since it can build up the capacity to utilize language.
RELATIONSHIP BETWEEN SPEAKING AND LISTENING
On one hand, listening is first and the procedure of information while speaking is second and the procedure of yield in language procurement. Listening and speaking is an interrelated continuum. One figures out how to talk by listening. One can communicate just in the event that he understands what he hears; speaking is significant as a flagging gadget to haggle better listening. One can understand effectively what he can talk smoothly.
RELATIONSHIP BETWEEN WRITING AND READING
Reading and writing rely upon schematic information. Authors and readers utilize comparable sorts of information about language, information about substance, information about type shows, information about association and structure, which can reinforce an writer capacity to read and a reader capacity to compose. From the psychological point of view, Reading and writing share the equivalent cognitive procedure of individuals' reasoning. reading is the reason for writing. reading like an writer permits one to really turn into an author. Reading will improve the advancement of English writing skills. writing improves reading. Writing is the most ideal approach to show and create reading proficiency.
USE OF RELATIONSHIP IN TEACHING OF ENGLISH AND URDU AT ELEMENTARY LEVEL
The advancement of any of the four skills relies upon and can prompt the advancement of the rest and at long last causes the improvement of generally language capacity. Following are the steps to be considered in teaching English and Urdu at elementary level;
1. USE OF COMPREHENSIVE TEACHING SKILL
So as to create in general language capacity, we can receive the entire language approach by methods for which four language skills can be introduced individually and indispensably. In showing where certain language aptitude is introduced, we can utilize different skills as either strengthening implies or for input, for example, speaking and writing skills can be introduced in listening class or in reading class. We can likewise give understudies such comprehensive exercises as 'listening and speaking' and 'reading and writing', which will make learning English and Urdu all the more inspiring and ensure practical and informative utilization of the language.
2. ADEQUATE LISTENING OF LANGUAGE LEARNING
The measure of vocabulary one has to be skilled over, assumes a significant job in creating language skills. Absence of vocabulary is one of the primary drivers of the underdevelopment of either language ability. Reading can help manufacture vocabulary that helps listening comprehension. Additional listening can enable these students to get and retain more words and data in a quicker manner.
3. FOCUS ON DISCUSSION
Discussion, the scaffold associating language contribution with yield, mirrors the change from educator focused teaching to student focused teaching. Discussion can be sorted out in reading class with the goal that what is being perused can be applied to oral articulation and simultaneously oral correspondence can improve reading comprehension. Students can offer remarks on each other's first draft of writing or talk about the inquiries set forward in remarks. This sort of helpful writing empowers the students to hear immediate and ideal thoughts from others and then embrace the sensible proposals to modify their own writing. Thus the writing capacity will be improved all the more viably. Discussions in the wake of listening can check the proficiency of listening.
4. WRITING AN INTEGRAL PART OF LEARNING LANGUAGE
Writing is a fundamental piece of English instructing however it is additionally a feeble connection of English educating. Writing capacity can be improved in two different ways, expanding showing long periods of writing or introducing and working on writing skills in other individual aptitude introducing classes. Writing skills ought to be introduced in different pieces of educating, for example, consolidate introduction of writing with the introduction of reading. Essay writing was seen as more useful than responding to questions or taking notes paying little mind to students' earlier information.
References
- Chen, Jianmin. (1991). Distance between speaking and writing. Language Planning, 5, 40-41.
- Eckhoff, B. (1983). How reading affects children's writing. Language Arts, 60.6, 607- 616.
- Flood, J. & D. Lapp (1987). Reading and writing relations: Assumptions and directions. In J. Squire (eds.), The dynamics of Language Learning. Urbana: National Conference in Research in English, 9-26.
- Kucer, S. B. (1987). The cognitive base of reading and writing. In J. Squire (eds.), The dynamics of language learning. Urbana: National Conference in Research in English, 27-51.
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