Grading task


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Grading task

  1. 1. Grading Learning Task ESP DEVELOPMENT
  2. 2. Definition of Grading learning • Grading is • task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.
  3. 3. Definition task 1. A task is a goal directed. 2. A task involves a primary focus on meaning. 3. The participants choose the linguistic resources needed to complete the task. 4. A task has a clearly defined outcome.
  4. 4. • Grading learning according to syllabus is make grading about the material to make easy when we delivering the material to the student. • Task is the ultimate purpose of language learning is use. The materials should be designed, therefore, to lead towards a communicative task in which learners use the content anfd language
  5. 5. Pedagogically, task-based language teaching has strengthened the following principles and practices: • • A needs-based approach to content selection. • • An emphasis on learning to communicate through interaction in the • target language. • • The introduction of authentic texts into the learning situation. • • The provision of opportunities for learners to focus not only on language but also on the learning process itself. • • An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. • • The linking of classroom language learning with language use outside the classroom.
  6. 6. • The steps • include gathering materials, sanding the wood, giving it a couple of coats, and letting it dry. • The goal is to make the fence look nicer, and the task has a tangible • outcome (that we can see). Language would not necessarily be required for this task.
  7. 7. • Grading input The first thing to consider is the complexity of the input. Here, grammatical factors will be important. All things being equal, a text made up of simple sentences is likely to be simpler than one consisting of nonfinite verb constructions and subordination.
  8. 8. • Learner factors Pearson and Johnson (1972) distinguish between what they call ‘inside the head’ factors and ‘outside the head’ factors. ‘Inside the head’ factors are all those that the learner brings to the task of processing and producing language such as background knowledge, interest, motivation and other factors that we look at below. Pearson and Johnson argue that comprehension is a process of building bridges between the known and the unknown.
  9. 9. • Factor Question • Confidence • How confident does the learner have to be to carry out the task? • Does the learner have the necessary level of confidence? • Motivation • • How motivating is the task?
  10. 10. • Prior learning experience • Learning pace • Observed ability in • language skills • Cultural knowledge/ • awareness • Linguistic knowledge
  11. 11. • Observed ability in • language skills • Cultural knowledge/ • awareness • Linguistic knowledge