1) The document discusses the importance of developing English proficiency and communicative competence for students in the Philippines to be competitive globally. It specifically focuses on developing listening skills through examining student reception strategies in the classroom.
2) It notes that listening is an important but often overlooked aspect of communication that provides insights into a receiver's comprehension. The study aims to identify reception strategies used by students to better understand their needs.
3) The goal is to help students feel more comfortable actively participating in class through asking questions and clarifying, rather than just responding to teacher prompts, to improve interpersonal communication skills.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework is based on theories of second language acquisition including Krashen's Input Hypothesis and Zone of Proximal Development. The study hopes to benefit students, teachers, and the education system by exploring the impact of using songs to develop vocabulary and communication skills.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
This document summarizes the importance of vocabulary in language learning. It discusses how vocabulary is the foundation of language and essential for communication. While grammar provides structure, without vocabulary nothing can be conveyed. The document also outlines strategies for vocabulary development, including extensive reading, instruction in specific words, word-learning strategies, and word consciousness activities. Communicative language teaching through role plays and real-life situations is presented as an effective approach for vocabulary acquisition.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
This document provides an overview of a study that aims to improve the English vocabulary of low proficiency Malaysian vocational students through the use of songs. The study will use a quasi-experimental design with pre- and post-tests to evaluate changes in students' vocabulary sizes and oral production abilities before and after a series of 9 English lesson plans that incorporate popular songs. The conceptual framework is based on theories of second language acquisition including Krashen's Input Hypothesis and Zone of Proximal Development. The study hopes to benefit students, teachers, and the education system by exploring the impact of using songs to develop vocabulary and communication skills.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Observing learning and teaching in the second language classroomAlobaidi77
- The document summarizes research on observing learning and teaching in second language classrooms. It describes key differences between natural and instructional language acquisition settings. It also outlines several studies that developed observation schemes to analyze teaching practices, corrective feedback, teacher questioning behaviors, and the social and political contexts impacting second language learning.
The document summarizes 6 proposals for classroom teaching of second languages: 1) Get it right from the beginning focuses on structure and accuracy; 2) Just listen...and read is based on comprehensible input through listening and reading; 3) Let's talk emphasizes meaningful interaction and negotiation of meaning; 4) Two for one refers to content-based instruction where students learn a subject and language; 5) Teach what is teachable suggests some structures develop predictably while others depend on individual factors; 6) Get it right in the end emphasizes form-focused instruction and explicit error correction. Each proposal is accompanied by summaries of 2-3 research studies providing evidence for or against the approach.
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
This document summarizes the importance of vocabulary in language learning. It discusses how vocabulary is the foundation of language and essential for communication. While grammar provides structure, without vocabulary nothing can be conveyed. The document also outlines strategies for vocabulary development, including extensive reading, instruction in specific words, word-learning strategies, and word consciousness activities. Communicative language teaching through role plays and real-life situations is presented as an effective approach for vocabulary acquisition.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
This document discusses different settings for second language learning, including natural acquisition settings, structured-based instructional settings, and communicative instructional settings. It outlines key differences in how language is presented and practiced in each setting. The document also discusses factors that influence language learning like teaching methods, language input, authentic vs non-authentic language examples, and the balance between complexity, accuracy and fluency in the classroom.
Teaching Communication Skills to Large Classesmarkkski1
This is Session 2 of the 2nd series of Video-Conferencing (VC) ELT (English Language Teaching) Lectures to Al-Quds Open University trainee teachers in Palestinian Territories. The 2ns series is delivered by Mark Krzanowski (LSHTM, University of London), Will McCurry (freelance), Prithvi Narayan Shrestha (the Open University, UK) and Jane McDonnell (Essex University), who are also part of an independent academic group MKUKED (www.mkuked.co.uk)
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
This document describes a school-wide literacy strategy to improve oral reading fluency for English language learners using a Response to Intervention (RtI) model. It proposes implementing a poetry performance where students read poems aloud individually and in groups. The performance aims to increase students' prosody, or ability to read with expression, through repeated practice. Benchmark assessments will monitor students' fluency progress and identify those needing additional support.
This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
Using Instant Messaging For Collaborative LearningElly Lin
This study examined the use of instant messaging for collaborative language learning between tutors and English language learners. The results showed that advanced non-native English speakers provided more corrective feedback, especially direct or explicit feedback, to learners than native English speakers. Learners successfully incorporated feedback into their language use 75% of the time. While both audio and video were available, participants primarily used the written text chat for interaction and feedback.
Oral communication skills in pedagogical researchWenlie Jean
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
The document discusses several methods of second language acquisition:
- Grammar Translation focuses on rules and translation but provides little comprehensible input.
- Audio-lingual Method uses dialogs and drills but focuses more on form than meaning.
- Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning.
- The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.
The suprasegmental intelligibility of javanese accented speakers of english b...Ermansyah Malik
This document provides an introduction and background to a research proposal examining the suprasegmental intelligibility of Javanese-accented English speakers by Taiwanese English speakers. The study aims to identify which suprasegmental elements, including stress, rhythm, and intonation, most impact the intelligibility of Javanese-accented English. Data will be collected through recordings of Javanese-accented English speeches analyzed using Praat software and transcription-based questionnaires administered to 50 Taiwanese interlocutors. Results will provide statistical evidence on intelligibility breakdowns and contribute to theories of English as a lingua franca.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document describes a five-step procedure for teaching grammar that was developed by the author. It begins by defining key concepts related to grammar instruction such as practice, consciousness-raising, explicit/implicit knowledge, and deductive/inductive approaches. It then reviews the traditional grammar-translation method and argues that teaching grammar separately is not favorable. The author proposes an alternative five-step procedure that incorporates the key concepts to help teachers integrate grammar into language skills development in a communicative way.
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
- The study aimed to assess the reading comprehension ability of master's students at Tribhuvan University in Nepal based on an IELTS academic reading test.
- The test was administered to 88 students across four campuses. Their average score was 3.7 out of 9 bands, equivalent to 41% comprehension.
- According to IELTS standards, a 3.7 band score is considered an "Extremely Limited User" level, meaning the students would not be eligible for admission to universities that require IELTS. The results suggest the need to develop students' reading skills.
The document discusses effective vocabulary instruction strategies. It recommends teaching individual words, word learning strategies, fostering word consciousness, and providing rich language experiences. Specific strategies include teaching morphology, cognates, context clues, and selecting words based on criteria like importance, utility, and instructional potential. Effective instruction involves multiple exposures to words through discussion, nonlinguistic representations, games, and periodic review.
This document summarizes the theoretical approaches to contrastive phonetics and phonology developed by the Finnish-English Cross-Language Project. It discusses how phonology refers to patterns of phonetic elements used in meaningful entities of a language. Errors can be allophonic or phonological. It is important for language learners to understand how sounds are linked together in connected speech and how rhythm and stress patterns work. The document also notes that direct use of phonetic descriptions can lead to inaccurate pronunciation assessments or corrections. Teachers need to understand structural similarities and differences between the native language and target language to diagnose errors and avoid common mispronunciations.
La persona se describe a sí misma como romántica, simpática y le gusta cantar, y trabaja como secretaria de Meli haciendo fotocopias y usando la computadora.
Teaching Communication Skills to Large Classesmarkkski1
This is Session 2 of the 2nd series of Video-Conferencing (VC) ELT (English Language Teaching) Lectures to Al-Quds Open University trainee teachers in Palestinian Territories. The 2ns series is delivered by Mark Krzanowski (LSHTM, University of London), Will McCurry (freelance), Prithvi Narayan Shrestha (the Open University, UK) and Jane McDonnell (Essex University), who are also part of an independent academic group MKUKED (www.mkuked.co.uk)
The document provides information about Communicative Language Teaching (CLT), including its key principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, suitable materials and techniques, and syllabus models stemming from CLT. The document contains questions for a quiz on CLT and provides examples of information gap activities and bibliographic references.
This document describes a school-wide literacy strategy to improve oral reading fluency for English language learners using a Response to Intervention (RtI) model. It proposes implementing a poetry performance where students read poems aloud individually and in groups. The performance aims to increase students' prosody, or ability to read with expression, through repeated practice. Benchmark assessments will monitor students' fluency progress and identify those needing additional support.
This document provides background information on a study aimed at improving students' English speaking skills using an information gap technique at a junior high school in Karanganyar, Indonesia. It discusses the problems with traditional teaching methods, including students' lack of vocabulary, confidence and interest. The study will examine how an information gap technique is implemented to teach speaking, its impact on students' skills, and their response to the new method. It reviews theories on teaching speaking and information gap activities. The research will be conducted at a local junior high school with second year students and aims to provide benefits for teachers and students.
HOW WOULD OUR STUDENTS LIKE TO BE CORRECTED? : A STUDY ON LEARNERS’ BELIEFS A...Eko Purwanti
This study aims at finding out whether learners with different English proficiency backgrounds respond differently to corrective feedbacks (CFs) and what kind of CFs are acceptable for them. This study was conducted using a qualitative method with a semi-structured interview and learning journals as the instruments to collect the data. Six students were involved in this study, two of them were high achievers, two were medium achievers, and the other two were low achievers. The findings showed that all participants in this study believed that they needed CFs from their lecturers and they were confident that CFs was very significant to improve their English competence. This study revealed that although most of the participants were alright to receive CFs immediately after they made mistakes, they would do differently if they became teachers. They would wait until their students finish talking before they give CFs or they would do it at the end of the class. The results confirmed that they preferred CFs which were accurate, appreciative, motivating and make them feel comfortable. Finally, this current study also points out that the way how lecturers give feedbacks has to consider the type of mistakes.
Abstract
One of the objectives of teaching a foreign language is to enable the learners to become autonomous, that is the ability to continue learning the foreign language without the teachers’ assistance. Autonomous learners are learners who are responsible for their own learning. Thus, it is very important for the learners to learn and understand how to become autonomous learners. The present paper deals with the discussion of how to promote learners’ autonomy.
Key words: autonomous learner, learning theory, learning
strategy
Using Instant Messaging For Collaborative LearningElly Lin
This study examined the use of instant messaging for collaborative language learning between tutors and English language learners. The results showed that advanced non-native English speakers provided more corrective feedback, especially direct or explicit feedback, to learners than native English speakers. Learners successfully incorporated feedback into their language use 75% of the time. While both audio and video were available, participants primarily used the written text chat for interaction and feedback.
Oral communication skills in pedagogical researchWenlie Jean
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
1. Teaching oral skills is challenging as it requires integrating many subsystems simultaneously.
2. Effective methods focus on developing grammatical, sociolinguistic, discourse and strategic competence through activities like discussions, speeches, role-plays and interviews.
3. Teachers should balance accuracy and fluency, encourage student responsibility, and assess classroom performance and large-scale exam preparation.
The document discusses several methods of second language acquisition:
- Grammar Translation focuses on rules and translation but provides little comprehensible input.
- Audio-lingual Method uses dialogs and drills but focuses more on form than meaning.
- Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning.
- The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.
The suprasegmental intelligibility of javanese accented speakers of english b...Ermansyah Malik
This document provides an introduction and background to a research proposal examining the suprasegmental intelligibility of Javanese-accented English speakers by Taiwanese English speakers. The study aims to identify which suprasegmental elements, including stress, rhythm, and intonation, most impact the intelligibility of Javanese-accented English. Data will be collected through recordings of Javanese-accented English speeches analyzed using Praat software and transcription-based questionnaires administered to 50 Taiwanese interlocutors. Results will provide statistical evidence on intelligibility breakdowns and contribute to theories of English as a lingua franca.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document describes a five-step procedure for teaching grammar that was developed by the author. It begins by defining key concepts related to grammar instruction such as practice, consciousness-raising, explicit/implicit knowledge, and deductive/inductive approaches. It then reviews the traditional grammar-translation method and argues that teaching grammar separately is not favorable. The author proposes an alternative five-step procedure that incorporates the key concepts to help teachers integrate grammar into language skills development in a communicative way.
1) The document discusses two common assumptions against explicitly teaching pronunciation: that children have an advantage in learning pronunciation due to a critical period, and that pronunciation cannot be learned as it is an acquired skill.
2) However, the document cites studies that found adults were initially superior to children in pronunciation learning. It also notes that social and cognitive factors can influence pronunciation learning more than age alone.
3) The document argues that pronunciation should not be denied instruction for adults, as focused practice and teaching of rules can help affect pronunciation development in a second language.
- The study aimed to assess the reading comprehension ability of master's students at Tribhuvan University in Nepal based on an IELTS academic reading test.
- The test was administered to 88 students across four campuses. Their average score was 3.7 out of 9 bands, equivalent to 41% comprehension.
- According to IELTS standards, a 3.7 band score is considered an "Extremely Limited User" level, meaning the students would not be eligible for admission to universities that require IELTS. The results suggest the need to develop students' reading skills.
The document discusses effective vocabulary instruction strategies. It recommends teaching individual words, word learning strategies, fostering word consciousness, and providing rich language experiences. Specific strategies include teaching morphology, cognates, context clues, and selecting words based on criteria like importance, utility, and instructional potential. Effective instruction involves multiple exposures to words through discussion, nonlinguistic representations, games, and periodic review.
This document summarizes the theoretical approaches to contrastive phonetics and phonology developed by the Finnish-English Cross-Language Project. It discusses how phonology refers to patterns of phonetic elements used in meaningful entities of a language. Errors can be allophonic or phonological. It is important for language learners to understand how sounds are linked together in connected speech and how rhythm and stress patterns work. The document also notes that direct use of phonetic descriptions can lead to inaccurate pronunciation assessments or corrections. Teachers need to understand structural similarities and differences between the native language and target language to diagnose errors and avoid common mispronunciations.
La persona se describe a sí misma como romántica, simpática y le gusta cantar, y trabaja como secretaria de Meli haciendo fotocopias y usando la computadora.
Bindya is known for mentoring students on resume writing and is more popular than some events. She wants expensive gifts and treats from friends. When interviewing for a CulCom event, she has trouble explaining the event but enjoys coming up with crazy ideas. She has many admirers who make excuses to talk to her at all hours. While her heart follows someone named Shanty, she declares another man named Agar as perfect. Bindya considers herself and Shantanu as equally cute and fun. She has an endless list of best friends.
This document contains links to 4 different websites - TeamLab which focuses on creativity and productivity, Goodnoows which provides positive news stories, RescueTime which helps track how time is spent and improve productivity, and Google apps which contains a variety of apps and services from Google.
The document describes a girl named Shaivya who comes from a wealthy family in Mumbai. She owns a sea-facing flat in Juhu and has a large collection of designer clothes and accessories. Shaivya has many admirers vying for her attention, from PGP 3s to PGP 1s. It provides rules for how someone could impress Shaivya in 5 seconds, such as by claiming to own a sea-facing house in Mumbai or only eating at upscale restaurants. However, the document concludes that Shaivya is now in a relationship.
Проектирование интерфейсов (Михаил Фролов, UsabilityLab)2Niversity
Презентация с интенсива Михаила Фролова «Проектирование интерфейсов», который состоялся 1 декабря 2012 года в рамках 2Niversity:
http://2niversity.ru/?tiny=17
Михаил Фролов — проектировщик интерфейсов в UsabilityLab. До этого работал в Yota и LG Electronics.
1) The document discusses the importance of developing English proficiency and communicative competence for students in the Philippines to be competitive globally. It specifically focuses on developing listening skills through examining student reception strategies in the classroom.
2) It notes that listening is an important but often overlooked aspect of communication that provides insights into a receiver's comprehension. The study aims to identify reception strategies used by students to better understand their needs.
3) The researcher hopes the study will help develop a program to improve students' skills in eliciting input, asking questions, and requesting clarification during classroom discussions.
Bindya is known for mentoring students on resume writing and is more popular than some events. She wants expensive gifts and treats from friends. When interviewing for a CulCom event, she has trouble explaining the event but enjoys coming up with crazy ideas. She has many admirers who make excuses to talk to her late at night or during parties. While she admires several boys, her true affection is for someone named Shanty whose identity she didn't realize until it was too late. She considers Agar a perfect guy and has many close friends like her.
Este documento habla sobre el aprendizaje significativo propuesto por Ausubel, el cual ocurre cuando el estudiante puede relacionar nuevos conocimientos con conceptos ya existentes en su estructura cognitiva. Explica que para que haya aprendizaje significativo se requieren actitudes, aptitudes y contenidos adecuados, así como condiciones como material potencialmente significativo y disposición del estudiante. También menciona la importancia del aprendizaje autónomo mediante el uso de herramientas tecnológicas.
1) Shock is a profound circulatory disturbance characterized by inadequate organ perfusion. There are four main types: cardiogenic, hypovolemic, distributive, and obstructive.
2) Cardiogenic shock can be intracardiac or extracardiac and results from impaired cardiac function. Hypovolemic shock occurs from reduced circulating volume. Distributive shock involves peripheral vasodilation from infection or inflammation.
3) Diagnosis involves assessing hemodynamics, fluid response, imaging, and identifying underlying causes. Management focuses on treating the underlying condition, optimizing preload with fluids, and increasing blood pressure with vasopressors or inotropes as needed.
Презентация с лекционной части интенсива руководителя службы дизайна веб-интерфейсов компании «Яндекс» Константина Горского «Дизайн интерфейсов», который прошел 17 ноября 2012 года в рамках 2Niversity:
http://2niversity.ru/?tiny=15
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students build stocks of minimal responses and familiarizing them with common conversational scripts to increase confidence and participation.
3. Teaching clarification strategies so students are comfortable acknowledging misunderstandings.
4. Creating information-gap and role-playing activities
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
The document summarizes key aspects of Communicative Language Teaching (CLT), including its underlying principles, roles of teachers and learners, characteristics of the teaching/learning process, types of interaction, views on language and culture, emphasized language skills, role of students' first language, evaluation approaches, differences from the Audio-Lingual Method, examples of materials and techniques, and models of syllabuses related to CLT. Specifically, it notes that CLT focuses on developing communicative competence, views language as a means for communication, emphasizes purposeful exchange of information between teacher and students and among students, and evaluates students' accuracy and fluency through both formal and informal assessments.
The document discusses several theories related to language acquisition for English language learners (ELLs). It covers Cummins' distinction between social and academic language, Krashen's theories of comprehensible input and affective filter, Vygotsky's zone of proximal development, and principles for meaningful learning from Brown and Bloom. The key points are that social language develops quickly through immersion but academic language requires direct instruction and takes 5-7 years to master, and that language acquisition is supported through scaffolding, meaningful interaction, and building confidence.
This summary provides the key points from two documents about curriculum and English language education:
1. The first document discusses the importance of curriculum and how it is constantly changing to better prepare students for the future. It emphasizes that English should remain in primary school curriculum to give students access to important global information at a young age.
2. The second document outlines how English has power through its functions and subtle meanings. It explains that learning English can induce creativity and innovation, preparing students for future careers that require strong English skills in many professional fields.
3. Both documents stress that English proficiency is essential for students' future success and that curriculum should support early English language learning opportunities.
This document provides an introduction and overview of the Teacher's Guide for the first year middle school English coursebook. It outlines the objectives of the coursebook, which are to develop students' English competencies in an integrated manner through listening, speaking, reading and writing. It emphasizes using a competency-based approach that links what is learned in school to real-world contexts. The guide is intended to help teachers effectively plan lessons and accommodate different learning styles by using a variety of teaching methods and techniques.
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This document summarizes a study that examined the use of Community Language Learning (CLL) to improve students' speaking skills in an English remedial program at a junior high school in Semarang, Indonesia. The study involved 26 students who scored poorly on a speaking pre-test. After implementing CLL, which positions the teacher as a counselor, students showed improvements in their speaking abilities based on post-tests, with more students achieving "very good" and "excellent" levels compared to the pre-test. The study found CLL to be an effective method for enhancing students' pronunciation, fluency, expression, vocabulary and use of original text in speaking.
The document discusses the Presentation, Practice, Production (PPP) methodology for teaching English as a second language. It involves three stages: presentation of new language, practice exercises for students to use the language with guidance, and production activities for independent language use. PPP builds students up from initial presentation to independent production, helping develop fluency. It balances linguistic structures with real communication.
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The document discusses strategies for promoting oral language development in French as a Second Language (FSL) classrooms. It emphasizes the importance of using French as the primary language of instruction and interaction to provide students with opportunities to communicate authentically. Some key strategies recommended include establishing a safe and caring classroom environment, explicitly teaching language learning strategies to students, incorporating varied oral activities, and modeling correct French. The goal is to help students gain confidence in communicating through French.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
The document summarizes the key principles and characteristics of Communicative Language Teaching (CLT). It discusses CLT's focus on meaningful communication over grammatical accuracy. The teacher acts as a facilitator, establishing situations to promote student interaction. Students are actively engaged in negotiating meaning through communicative activities involving information gaps, choice, and feedback. Errors are tolerated as students develop their communication skills. The document also contrasts CLT with the Audio-Lingual Method and lists some models for CLT-based syllabuses.
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This document discusses language of instruction and developing listening and speaking skills in a second language. It addresses several key points:
1) The language of instruction is crucial for delivering quality education as it is the medium through which knowledge is transmitted between teachers and students.
2) Listening and speaking skills are important to develop in a second language and are closely intertwined. Proficiency is judged by how well one can communicate orally.
3) Developing listening skills is important for proper interaction, but listening involves more than just receiving audio - it requires cognitive and affective processing. The importance of listening in language learning cannot be overestimated.
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. 1
Chapter I
THE PROBLEM
* please use Arial 12, pages which start a chapter are counted but
numbering should not be seen. Like this page, it’s counted but number
should not be seen.
1.1 Introduction
The world today sits on a knowledge-based economy where man
conscientiously seeks to become globally competitive. Since 21st century
knowledge and skills are more published in English and the artificial
intelligence of computerization is based on the English language, English
has turned out to be the “lingua franca” of the world (rephrase this
sentence in such a way that the term English won’t be repeatedly
mentioned in near succession). Hence, communicative competence in
English, the ability to employ the target language in an appropriate
manner, as well as the capacity to suitably respond to various types of
conversations along with familiarity of speaking rules and detailed
knowledge of syntax and lexis (Ellis, 1985), is basic to survival today.
The Philippines acknowledges the fact that to be globally
competitive, the need to strengthen its educational system especially in
the aspect of communication and the strengthening(look for another
2. 2
term for strengthening) of the four macro skills as basic components of the
English language are urgent (ANY STUDY OR DATA TO SUPPORT SUCH
CLAIM? PLEASE INCLUDE IT). If the country aims to level up with the global
standard, it is imperative to exert more effort in improving the quality of life
of its people through education.
At Capitol University, training students to become globally
competitive is translated into attaining higher levels of communicative
competence in English. This is evidenced by the “Speak English” policy;
well maintained and sustained related laboratories (i.e. Speech
Laboratories, Writing Laboratory, Computer Aided Language Learning
Laboratories); the use of English as medium of instruction in all subjects,
except Filipino; and support for the dynamic and continuous faculty
development.
Specifically, in teaching students at the College of Education,
teachers are concerned about how to accelerate the development of
the students’ English proficiency (You used communicative competence
in previous paragraph and at the start of this chapter, what differentiates it
with the term English proficiency?) by focusing on each of the macro skills
(listening, reading, speaking and writing) of communication through
specific subjects. (reconcile the terms you are using from the first
3. 3
paragraph til this part, esp. communicative competence, English
proficiency, macro skills..make sure the right terms are used)
Among the four macro skills in communication, listening is one of
the aspects of the subject, Interactive English: Listening, Speaking and
Grammar (otherwise known as English 3a in the College of Education). It
could be inferred that this course encourages teacher trainees to develop
a high level of listening skills especially with the English language as the
medium of instruction of the academe. (listening, reception strategies are
introduced in this part of your chapter 1. Perhaps you can find a way to
introduce it in your earlier paragraphs but still maintaining the thought of
these paragraphs.)
In communication, listening is the dimension on receiving
messages. Received data undergo decoding which eventually make or
unmake the meaning that is attached to the original message. So, it is
more imperative that the source gives appropriate attention to how
messages are received as they are expressed and delivered to the
receiver/s. A number of reception strategies or external messages (Frey,
Botan, Friedman, & Kreps, 1991) are observable and recordable (how is
this last sentence relevant to the previous sentences in the paragraph and
the paragraph that follows? Is it relevant in this part of the paragraph?).
4. 4
Reception is always linked to communication such that
communication is a two-way process, sending and receiving (rephrase
this sentence). This process makes communication an active interaction
among interlocutors not only because it transmits internal messages but
also because it is coupled with external messages. Reception plays a
significant role in the communication process because it shows that the
receiver is never passive. The interlocutors cannot actually gauge the
mind of the receiver as far as how much information, understanding or
learning he has received from the sender. However, his gestures and
manner of speaking will speak for his ability to understand inputs.
The recipients of the message naturally exhibit reception strategies
and (is it reception strategies and external messages or reception
strategies or external messages?) external messages that play an active
role in building and expressing meaning and delivering their message to
others which in a way would indicate their current level of understanding.
Exhibiting skills in expressing meaning and in the delivery of
message entails oral proficiency skills. Oral proficiency pertains to
individual competency in employing language to perform a specific
communicative purpose. In this study, it refers to the degree or level with
which a student can speak English.
5. 5
In the context of classroom learning, reception strategies or
external messages in communication enable students to productively
express meaning and deliver messages to others. Reception subsumes
listening in a face – to – face discussion, in which this study is focused on.
The specific reception strategies and external messages under
consideration, includes: global reprise, specific reprise, hypothesis testing,
and kinesics, uptaking and faking provide positive or negative evidence
of comprehension and thus serve to establish high and low proficiency
level among students. The term “reception” typically denotes linguistic
input in opposition to production or linguistic output.
Thus, this study took place in the context of the classroom (English
3a); and focused on the various reception strategies or external messages
displayed by students in the class to pave the way for a more student –
centered learning process. The interpersonal communication took place
between the teacher (as the source) and the students (as the receivers).
It could be inferred that the receivers in this study are non-native English
speakers. These non-native English receivers/listeners should be
conscientious about learning the right thing and getting the right
information so that in return, they would be able to give accurate,
wholesome and quality information in English. Hence, two aspects are
explored in this study: the aspect of message comprehension (in listening
6. 6
or receiving; whilst exhibiting reception strategies or external messages)
and the validation of message comprehension through message
production (which in this case is in the spoken form) that may be triggered
through systematic soliciting of disclosures through verbal interaction.
(there seems to be no coherence with the previous paragraph and
this next paragraph. Make sure to establish a connection between them.
The teacher-student communication patterns in classes differ. The
difference is in accordance to the methods and approaches used. It has
been a common observation among college instructors that most of the
students who graduated high school from the barangays exhibit more
difficulty in expressing themselves orally in English (why is this singled out?
Is the school where they graduated in HS a variable?).
Furthermore, these students (are all your respondents in this study
graduates of barangay high schools?) hardly take the initiative to express
their confusion about the topic by asking questions or requesting for
clarifications in class. Thus, oftentimes, teachers have to resort to
administering feedback through a written quiz or oral recitation that
merely fall under the simple recall level (referring to Benjamin Bloom’s
Taxonomy of Comprehension). And when the graded recitation moves to
the higher levels of comprehension, the students just withdraw with
shyness or fall into silence. In effect, instructors find that in employing this
7. 7
traditional method of teaching, students may become enriched with
jargons in the subject they are teaching but without an authentic person
to person interaction. The interpersonal communication between student
and teacher may just fall on the lower levels of evaluating the contents of
the text or course. This is a scenario which is not considered favorable to
total person development.
The researcher, being one of the college instructors of Capitol
University, believes that there is a great need to look into the receptive
strategies employed by students in class. It is one way wherein a teacher
can have a better understanding of his students’ needs. It is hoped that
through this study, the students would be provided with a special program
that would develop their skills to elicit input or ask for clarifications. In this
sense, reception strategies in interactive listening would enable them to:
develop their communication skills in English by actually communicating in
interactive situations; facilitate comprehension in any listening activity by
soliciting input and negotiating meaning in exhibiting higher level of
listening proficiency (which is considered highly desirable); and surmount
the challenge of learning in the academe and as would-be teachers of
tomorrow (you’ve got to reestablish the fact that your respondents were
education students or at least just make it explicit again in this paragraph
coz the paragraph mentioning the respondents are several pages before
8. 8
this). This study may extend, intend and revolutionize approaches used in
developing the listening skills of the students in the subject, Interactive
English: Listening, Speaking and Grammar at the College of Education.
1.2 Statement of the Problem (this should be 1.4) THE QUESTIONS BELOW
COULD PROBABLY CHANGE AS I CONTINUE READING YOUR STUDY.
This study aimed to identify and record all reception strategies used
by the Capitol University (CU) second year college Education students to
achieve comprehension or solicit further input in a discussion during the
second semester of the school year 2010-2011.
Specifically, it sought answers to the following questions:
1. What are the variables included in the testing of respondents’
oral proficiency level through Texas Oral Proficiency Test (TOPT)?
2. What is the English oral proficiency level of the respondents in
terms of function, content, vocabulary, grammar,
comprehensibility and fluency?
3. What types of reception strategies are used by students while
engaged in group discussion?
4. What is the frequency of the students’ use of the different types
of reception strategies considering their English Oral Proficiency
Test?
9. 9
5. Is there a significant difference between high oral proficiency
(HOP) and Low oral Proficiency (LOP) levels of students?
6. Is there a significant relationship between the respondents’
reception strategies used and their oral proficiency level?
7. What interactive listening program can be developed to
enhance the reception strategies of the students?
1.3 Hypotheses (this should be 1.5)
Ho1 There is no significant difference between students with High
Oral proficiency level and Low Oral proficiency Level.
Ho2 There is no significant relationship between the students’
Oral Proficiency and the reception strategies used by the students.
1.4 Significance of the Study (this should be 1.6)
This study would benefit the following:
Commission on Higher Education (CHED). Being the agency in-
charge of the tertiary education in the country, the Commission on Higher
Education could employ the findings of this endeavor for whatever
innovations (perhaps you should improve on the phrase “for whatever
innovations”. Can this phrase apply to changes, advancement in the
teaching of English?) they would take to strengthen the teaching of
10. 10
English in the tertiary level of the Philippine educational system by giving
attention and focus on interactive communication particularly in the
listening skills of students. This skill, as part of the macro skills, should also be
given importance and should have its place in the curriculum.
Students. Primarily, they would benefit from this study in as much as
their reception strategies will be identified which would serve as basis for
the creation of an instructional design to enrich their reception strategies.
They would be guided clearly as to how they are supposed to interact
and deal with interactions (rephrase this statement). The lesson guides will
most benefit the students as it will give them the idea on proper reception
strategies which will eventually result to a beautiful output or produc
(rephrase this statement. make the last two sentences more direct and
concise).
Instructors. The college instructors will also be helped in this study
because through the students’ skill in soliciting input or clarifications, they
will be able to receive the appropriate feedback that could signal them
to redirect or conduct their lectures and discussions in a manner that
would enhance effective communication between them and their
students (rephrase statement. Start with “Results of this study would help
them….).
11. 11
Administrators. Through the findings of this study, the administrators
will be able to discover the students’ needs in expressing their ideas, and
therefore can support in the preparation of an instructional design to
address the specific needs of the students in interactive activities.
Educational Researchers. Through the findings of this study,
educational researchers can gain insights and gather information which
may be valuable to their research endeavors.
1.5 Scope and Limitations of the Study (this should be 1.7)
This study focused mainly on the reception strategies of the Second
Year students in English 3A (Interactive English – Speaking, Listening and
Grammar) class in the College of Education, Capitol University, Cagayan
de Oro City during the second semester of school year 2010-2011.
The reception strategies were identified as students engaged in
interactive activities in group and individual discussion. This study mainly
looked into the oral proficiency level of the respondents in terms of
function, grammar, comprehensibility, vocabulary, fluency, and content
but this does not include the Intelligence Quotient (IQ) of the respondents.
Further, this study is focused on the relationship of the reception
strategies used by respondents to their oral proficiency level. The gender,
family background, social status, and age of the respondents do not have
12. 12
any bearing in the study (what do you mean do not have any bearing? If
it means that they were not included then say, “Other variables such as
gender, family background, social status and age of respondents were
not included”).
1.6 Theoretical Framework (this should be after the Introduction. This
should be 1.2)
This study is anchored on the following theories: Interactionist
Theory of Ellis (1995), Krashen’s Comprehensible Input or Input Hypothesis
(1985) and Flowerdew and Miller’s Interactive Model Theory of Rumelhart
(2005) (is rumelhart”s theory on reading? Have you not found any theory
on reception or listening?).
Ellis, in his Interactionists’ Learning Theory (how is this theory applied
in your study?), emphasizes the joint contribution of the linguistic
environment (did you look into the environment as one of your variables?
How is linguistic environment defined by ellis?) and the learner’s internal
mechanism in language development, and that learning results from an
interaction between the learner’s mental abilities and the linguistic input.
He substantiated this theory in his Discourse Theory, which he posits that
through communicating with others, students accomplish actions in the
world and develop the rules of language structure and use (can you look
further into his discourse theory?).
13. 13
Again, Interactionist’s’ learning theory greatly capitalizes the
contribution of the linguistic environment, that is, the students’ classroom
where communication sets in and language learning takes place. The
learner’s internal mechanism in language development, which is referring
to his stored language input, is maximized and is being tested for use and
once employed, interaction would set in where interlocutors learn not only
from each other but also from the medium used. In relation to the study,
this theory supports the idea that learning results from an interaction
between the learner’s mental abilities (but one of your study’s limitations is
that it does not include your respondents’ IQ.)and the linguistic input.
Linguistic input practically is denoted with the term “reception” (is
linguistic input here really denoting to “reception”?).
Furthermore, Krashen, in his Input Hypothesis or Comprehensible
Input, a part of his Comprehension Hypothesis Model of L2 Learning (Five
Hypotheses), posits that 'humans acquire language in only one way - by
understanding messages or by receiving "comprehensible input";
(Krashen, 1985)
These and his other theories are very much significant to the study
such that it strengthens the argument that communication is a two-way
process, which is not a manipulation by the sender of the message but
that the receiver is also an active participant of the process. There could
14. 14
never be interaction without the receiver, one who gets the inputs after
which, he gives his output. Reception strategies are the styles by which
the receiver employs on communication, and in this particular study, in
class discussion or interaction, to deliver and express the students’
understanding of the message/s received.
Vandergrift (1997) posits that reception is in juxtaposition with
listening. They stand side by side in communication as it allows
communicator to project what the listener has listened to via his reception
styles (reception strategies) by which he delivers or expresses the message
received.
Block (1997) believes that the best listeners keep an open mind,
search for new ideas and integrate what they hear with what they
already know. They evaluate points of view and pose questions that aid
speakers to expand their ideas.
The most basic social interactions are asking questions from which
learners get closer to their intended meaning and this aids
comprehension. Asking questions for clarification, verification and
correction and cooperating with the interlocutor is therefore imperative
for language learners.
This study extends mainly two of the principles of language
teaching and learning. These are the Linguistic Principle on
15. 15
communicative competence and the cognitive principle on strategic
investment. Foremost, communicative competence is the goal of a
language classroom, instruction needs to point toward all its components:
organizational, pragmatic, strategic, and psychomotor. Communicative
goals are best achieved by giving due attention to language use and not
just usage, to fluency and not just accuracy, to authentic language and
contexts, and to student’s eventual need to apply classroom learning to
previously unrehearsed contexts in the real world (Brown, 2000).
Second, the cognitive principle on strategic investment provides
that successful mastery of the language will be due to a large extent to a
learners’ own personal investment of time, effort, and attention to the
language in the form of an individualized battery of strategies for
comprehending and producing the language. (Brown, 2000).
Finally, the Interactive Model Theory of Rumelhart (1975) provides
the top-down and bottom up models of listening. He posits in this model
that language is processed simultaneously at different levels. To have
concrete understanding of the information being heard, there is an
interaction among phonological syntactic, semantic, and pragmatic
information in the parallel process of listening. The hierarchical listening
models - top-down and bottom-up models substantiated such theory
16. 16
thereby encouraging language teachers to incorporate those processes
in the teaching of listening.
Top-down listening refers to the use of background knowledge in
understanding the meaning of the spoken message. Background
knowledge consists of context, that is, the situation and topic, and co-text,
what came before and after.
While in the bottom-up listening, the learner only understands very
few words from the incoming signal. Thus, the learner still gets lost for he
lacks focus even with the influence of his knowledge about the context. It
is deduced that listening skills should valuably be given utmost
consideration in the teaching process (Sinodlay, 2011).
1.7 Conceptual Framework (this should be 1.3)
Effective listening-speaking interaction is a critical communication
skill wherein the listeners’ associate new information with what is already
known; they question the accuracy of what they hear, they paraphrase
or stop the speaker and request the message be repeated or explained
when it is not meaningful.
In social interaction, the listener uses different sets of observable
strategies to clarify meaning and to further interaction. Littlewood, as
cited by Villamin (1996) stresses that for a person to be communicatively
competent he must develop skills and strategies for using language to
17. 17
communicate meaning as effectively as possible in concrete situations. In
addition, Vandergrift (1997) avers that the roles of the speaker and listener
pass back and forth and occasionally overlap. Interlocutors use two kinds
of strategies: (a) production strategies to resolve a communication
problem caused by lack of linguistic knowledge or to further
communications through clarifications, repetitions, or modifications; and
(b) reception strategies to clarify meaning or to further conversation by
moves that signal comprehension to the interlocutor.
Reception strategies (Ellis, 1995), are strategies used by listeners to
clarify meaning, signal understanding or advance conversation. In this
study, Vandergrifts’(1997) adaptation of Rost and Ross’(1991) formulation
of reception strategies used in interactive listening will be used in the
analysis of the CU College of Education Second Year Students’
performance in interactive listening activities. Table 1 below shows such
strategies.
Table 1. Reception Strategies in Interactive Listening (Vandegrift 1997,
adapted from Rost and Ross, 1991)
Reception Definitions/Explanations Examples
Strategies
Global Listener asks for outright repetition,What was the question?
reprise rephrasing, or simplification of preceding
I’m not sure what you
utterance. This may be a statement that
mean.
nothing was understood.
Pardon?
18. 18
Specific Listener asks a question referring to aWhere?
reprise specific word, term or fragment that was
Is that dinner?
not understood in the previous utterance.
Hypothesis Listener asks specific questions about facts… the last book?
testing in the preceding utterance to verify that he
or she has understood and/or what he or
she is expected to do.
Kinesics Listener indicates a need for clarification byThrows arm in the air, look
means of kinesics and/or para-linguistics. up, chuckle, shake head,
confused looks, blank
looks, squint eyes,
Furrowed eyebrows,
intense looks, shake
head, etc.
Uptaking Listener uses kinesics and verbal or otherNods, ‘mmmmmmm’
nonverbal signals to indicate to the‘ah’, ‘oh’
interlocutor to continue, that he or she
Laughing at the
understands.
appropriate time
Faking Listener sends uptaking signals orAgreeing to a “What”
noncommittal responses in order to avoidquestion
seeking clarification, and admitting to the
interlocutor that he or she has not
understood.
Comprehension itself is not externally observable. Mentors cannot
peer into a learner’s brain through a little window of some kind and
empirically observe what is exactly stored there after someone else has
said something. One can only infer that certain things have been
comprehended or not through student’s overt responses (verbal or
nonverbal) to speech. It is therefore significant for teachers to design
19. 19
techniques in such a way that students’ responses indicate whether or not
comprehension has taken place.
Given the importance of interactive listening in ordinary social
discourse, teachers need to look into its significance in second language
classrooms. Regular classroom practice that equips students with useful
strategies would facilitate the development of interactive listening skills
and further enhance second language learning and acquisition.
In situation where target language is seldom used outside the
classroom, the students’ exposure to the target language is therefore
mainly in the classroom, the kind of input and interaction that is made
available is particularly important (Tsui, 1995). In the language classroom,
be it first, second or foreign language, interactions are even more
significant because language is at once the subject of study as well as the
medium for learning. When students listen to the teacher’s instruction and
explanations, when they express their views, answer questions and carry
out tasks and activities, they are not only learning about the language but
also putting the language that they are learning to use.
Guided by the aforementioned theories and ideas and through an
interaction analysis, the students will be given interactive activity through
an interview to draw out their oral proficiency levels as well as analyze the
reception strategies displayed by students in group discussions. Through
20. 20
that undertaking, an appropriate interactive listening program can be
created. Through this program, the students are hoped to eventually
develop their reception strategies in order to actively participate in
interactions to enhance comprehension and language learning.
INTERACTIVE ACTIVITIES
WITH TEXAS ORAL
PROFICIENCY TEST
21. 21
ORAL RECEPTION
PROFICIENCY STRATEGIES
LEVEL OF
STUDENTS Global Reprise INTERACTIVE
Specific Reprise
Function Hypothesis Testing LISTENING
Content Kinesics PROGRAM
Vocabulary Uptaking
Grammar Faking
Comprehensibility Communication
Fluency Strategies
Figure 1
The Schematic Diagram of the Study
1.9 Definitions of Terms (this should be 1.8)
To facilitate better comprehension of the concepts and important
ideas in this work, the following terms are conceptually and / or
operationally defined:
Communicative competence – This term refers to the respondents’
ability to employ the target language in an appropriate manner, as well
as the capacity for suitably responding to various types of conversations
22. 22
operating different registers along with familiarity with the rules of speaking
(turn-taking patterns), and detailed knowledge of syntax and lexis (Ellis,
1985).
Communication strategies. These refer to strategies used by
listeners to clarify meaning, and signal understanding to advance
conversation which the researcher lumped as one reception strategy and
included in the reception strategies interactional checklist.
Comprehensibility. This term refers to the respondents’ skills in
pronunciation, expression and sentence structure in the process of
measurement using Texas Oral Proficiency Test in the interactive activities.
Content. This refers to the adequacy and organization of
information by the respondents which is also included in the performance
proficiency feature to be measured by the researcher using Texas Oral
Proficiency Test.
Fluency. This pertains to the ease and speed of the flow of speech
of the respondents at the time of conducting the study as measured by
the researcher using the Texas Oral Proficiency Test.
.
Function. Refers to the respondents’ communicative purpose in
conveying their ideas in the interactive activities.
23. 23
Grammar. This refers to the respondents’ skill in the use and
structure of sentence as they give their ideas where Texas Oral Proficiency
Test measures their number of errors in syntax, meaning and use.
Interaction. It refers to a co-operative effort among participants
doing something collectively (Tsui, 1995).
Interaction Analysis. It is a research procedure used to investigate
classroom communication. It involves a system of categories to record
and analyze the different ways in which teachers and students use
language (Ellis, 1995).
Interactive Listening. A listening situation plays an active role in
cooperation with the interlocutor to fulfill the goals of the interaction
(Vandergrift, 1997).
Linguistic Competence. It is the basic knowledge of linguistic forms
such as specific sounds, grammar patterns and vocabulary terms in the
traditional skills of listening, reading, writing, and speaking (Savignon,
1983). In this study, it simply means the knowledge of grammar such as the
use of correct verb forms/tenses/subject-verb concordance, pronouns,
genders, modifiers, as well as voice of verbs.
Listening. It is a complex skill that requires attention and energy. It
involves recognition, short-term memory, and inference. The listener
recognizes the sounds and the words he engages in a process of selection
24. 24
on two levels –selecting sounds and words and grouping them into
meaningful units as well as selecting the information relevant to his
purpose in listening (Villamin, et al. 1996).
Oral Proficiency. This pertains to an individual competency in
employing language to perform a specific communicative purpose. In this
study, it refers to the degree or level with which a student can speak
English. This is gauged using Texas Oral Proficiency Test through the oral
interview designed to determine one’s oral expression or verbal skills in
terms of fluency, content, vocabulary, grammar, function and
comprehensibility.
Organization of Ideas. This refers to the expression of ideas in a
smooth, clear and logical sequence with a clear beginning; substantial
body and logical ending (Prejoles, 1997).
Proficiency. It consists of the learner’s knowledge of the target
language; it can be considered synonymous with ‘competence’.
‘Proficiency’ can be viewed as linguistic competence or communicative
competence. Second language proficiency is usually measured in
relation to native speaker proficiency (Ellis, 1995).
Reception Strategies. These refer to the strategies used by
respondents who listened to instructions and questions given to clarify
25. 25
meaning, signal understanding or advance conversation (Vandergrift,
1997).
Vocabulary. Refers to the respondents’ appropriateness of word
choice for the level. This is also measured using Texas Oral Proficiency
Test.
.