CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHINGJhoni XomeRingz
Discourse analysis and pragmatics paved away for emergence of such a change. It has become clear that the learners should experience form with function to provide accuracy and fluency in target language.
Study form and function shouldn’t be kept apart
Form and function are two different dimension in language and there may interpretation of the same form
To avoid pragmatic difficulties in language teaching, discourse of language has to be studied carefully by the teachers and students
thus is about the conversational style which I took from net
this will be having brief description about
what is conversational style
do we have conversational style
should we write in conversational tone
how do we write in conversational tone
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHINGJhoni XomeRingz
Discourse analysis and pragmatics paved away for emergence of such a change. It has become clear that the learners should experience form with function to provide accuracy and fluency in target language.
Study form and function shouldn’t be kept apart
Form and function are two different dimension in language and there may interpretation of the same form
To avoid pragmatic difficulties in language teaching, discourse of language has to be studied carefully by the teachers and students
thus is about the conversational style which I took from net
this will be having brief description about
what is conversational style
do we have conversational style
should we write in conversational tone
how do we write in conversational tone
Counts, comparisons, collocations, contestations: Towards a dictionary of the...Idibon1
What are "lexical resources" that can go into defining words and phrases? Visualizations and resources for studying language. (Presentation given at Dictionary.com)
Counts, comparisons, collocations, contestations: Towards a dictionary of the...Idibon1
What are "lexical resources" that can go into defining words and phrases? Visualizations and resources for studying language. (Presentation given at Dictionary.com)
Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.
Explicación acerca del tema "collocations" que son frases de dos o más palabras que se entienden como una sola idea y no deben ser traducidas de manera literal de un idioma a otro.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. There are several aspects of lexis that need to be taken into account
when teaching vocabulary:
Boundaries between conceptual meaning: knowing not only what lexis
refers to, but also where the boundaries are that separate it from words of
related meaning (e.g. cup, mug, bowl).
Polysemy: distinguishing between the various meaning of a single word
form with several but closely related meanings (head: of a person, of a pin,
of an organisation).
Homonymy: distinguishing between the various meaning of a single
word form which has several meanings which are NOT closely related ( e.g.
a file: used to put papers in or a tool).
Homophyny: understanding words that have the same pronunciation but
different spellings and meanings (e.g. flour, flower).
Synonymy: distinguishing between the different shades of meaning that
synonymous words have (e.g. extend, increase, expand).
3. Affective meaning: distinguishing between the attitudinal and
emotional factors, which depend on the speakers attitude or the
situation. Sociocultural associations of lexical items is another
important factor.
Style, register, dialect: Being able to distinguish between different
levels of formality, the effect of different contexts and topics, as
well as differences in geographical variation.
Translation: awareness of certain differences and similarities
between the native and the foreign language (e.g. false cognates).
Chunks of language: multi-word verbs, idioms, strong and weak
collocations, lexical phrases.
Grammar of vocabulary: learning the rules that enable students to
build up different forms of the word or even different words from
that word (e.g. sleep, slept, sleeping; able, unable; disability).
Pronunciation: ability to recognize and reproduce items in
speech.
4. Lewis says that chunks include collocations, fixed
and semi-fixed expressions and idioms, and
according to him, occupy a crucial role in
facilitating language production, being the key to
fluency.
It is essential to make students aware of chunks,
giving them opportunities to identify, organise and
record these. Identifying chunks is not always easy,
and at least in the beginning, students need a lot of
guidance.
5. Students will have problems trying to understand most of the collocation,
because they may not know the vocabulary. It believed that students know
individual words but but lack of collocational competence.
students should be aware of the collocations they are focusing on, and
hopefully this will enable students to find other collocations. Regular awareness
raising activities should help students improve their collocational competence,
and even fluency.
For the few words that students may not understand the meaning of, or are
not sure how they are pronounced, we should ask them to look these up in
dictionaries.
Dictionaries are a vital tool for Advanced learners, it should be encourage
contextual guesswork before they look the words up.
Ask students to notice examples given in the dictionary, observing and
recording other possible collocations of the words.
Student should do lists of the collocation they find, so they can have the
vocabulary on sight.
6. Group work helps fostering learning
independence; learners can exchange
knowledge, asking others to explain unknown
items.
It is hoped that group work be a motivating
factor, exchanging impressions and even good
memories.
7. It is vital that students use the language they are learning in a realistic context.
Writing a leaflet is a possible task in the Cambridge Certificate of Advanced
English, which these students can prepare. Real life task it is expected that will
interest students.
The writing should also enable students to use the vocabulary they have studied in
a realistic context.
The completion of the final task for homework will help to reinforce and revise the
vocabulary learnt, giving students a better chance to store the items in their long-
term memory.
They should notice what kind of text the extracts come from. By doing this we
want to motivate students to do the enabling tasks, mainly to show them the need to
learn new vocabulary.
As this is a borrowed group, it might be the case the students are not yet familiar
with the leaflet format, in which case more input would be necessary before the
conclusion of the final task.
If students are really interested in the task, this could be transformed into a
project, involving research and the production of a leaflet or web page in the multi-
media centre.