There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
:This paper introduces some basic theory of pragmatics, then it makes a study on college English teaching combined with pragmatics. Through analyzing the relationship between pragmatics and college English teaching, and offering countermeasures to improve the students ability in applying pragmatics, it provides theoretical reference for college English teaching.
Cal OES Active Shooter Awareness Guidance (2016 update)Vance Taylor
Following the active shooter attack on December 2, 2015 at the Inland Regional Center in San Bernardino, initial reports indicated it was an assault on the disabled. Though we later learned this was not the case; the thought of an attack on individuals with disabilities raised serious concerns over the current lack of guidance regarding the access and functional needs (AFN) considerations associated with an active shooter attack.
To address this issue, Cal OES brought together a work group consisting of representatives from law enforcement, the California State Council on Developmental Disabilities, emergency managers, the California Specialized Training Institute and other disability stakeholders to update its Active Shooter Awareness Guidance.
We are proud to inform you that the revised guidance, which now integrates access and functional needs considerations, has been completed and is now publicly available! We encourage you to read and share it with your stakeholders.
:This paper introduces some basic theory of pragmatics, then it makes a study on college English teaching combined with pragmatics. Through analyzing the relationship between pragmatics and college English teaching, and offering countermeasures to improve the students ability in applying pragmatics, it provides theoretical reference for college English teaching.
Cal OES Active Shooter Awareness Guidance (2016 update)Vance Taylor
Following the active shooter attack on December 2, 2015 at the Inland Regional Center in San Bernardino, initial reports indicated it was an assault on the disabled. Though we later learned this was not the case; the thought of an attack on individuals with disabilities raised serious concerns over the current lack of guidance regarding the access and functional needs (AFN) considerations associated with an active shooter attack.
To address this issue, Cal OES brought together a work group consisting of representatives from law enforcement, the California State Council on Developmental Disabilities, emergency managers, the California Specialized Training Institute and other disability stakeholders to update its Active Shooter Awareness Guidance.
We are proud to inform you that the revised guidance, which now integrates access and functional needs considerations, has been completed and is now publicly available! We encourage you to read and share it with your stakeholders.
A brief analysis presenting Victoria's Secret history as brand and the use of its sub-brand PINK to keep the company HIP and help it expand in a bigger market share.
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
This slides discuss about the nature of language, the nature of learning and the nature of language learning. In addition, this slides discuss about method and techniques in language teaching and learning.
2. Comparative essay
In this comparative essay will be analized some views about the language
learning strategies for speaking skills. This essay will be based on two books, the first
one is called ´Language Learning Strategies, What Every Teacher Should Know, for
Rebecca L. Oxford and ¨Materials Development in Language Teaching¨for Brian
Tomlinson.
Both texts mentioned before talk or make references about the language
strategies and the four language skills, but Rebeca L Oxfor gives more emphasis to the
processes and description of the work and the different features of the strategies while
Brian Tomlinson gives more emphasis to the construction of material to develop the
language skills and the achievement on the apprenticeship of the students.
Firstly, Rebeca L. Oxford gives an idea of the importance of the learning
strategies. She says that “Strategies are specially important for language learning
because they are tools for active, self-directed involvement, which is essential for
developing communicative competence, and also says that appropiate language learning
strategies result in improved proficiency and greater self-confidence”.
Another thing that Oxford says is that communicative competence is the main goal for
strategies. ¨ “All appropiate language learning strategies are oriented toward the broad
goal of communicative competence¨.
As it was said at the begining, the main sikill in this essay is the speaking.
Oxford in her books mentions two types of strategies, the Direct and Indirect strategies.
In first place, talking about the Direct Strategies, it has three main clasifications.
Firstly, for the Direct Strategies there are the Memory Strategies, one of the most
3. important of the three for the development of speaking skills, which fall into four sets;
¨Creating Mental Linkages, Applying Images and Sounds, Reviewing well, and
Employing Actions. As Oxford says, ´memory strategies reflect very simple principles,
such as arranging things in order, making associations, and reviewing, and these
principles all involve meaning, what is essential for speaking.
Then. In second place there are the Cognitive Strategies, which are really inportant for
speaking too. They also fall into four sets; Präcticing, ¨Receiving and Sending
Messages, Analyzing and Reasoning, and Creating Structure for Input and Output.¨
Oxford emphasize that ¨strategies for practicing are among the most important
cognitive strategies. Language learners do not always realize how essential practice is.´
Finally, in third place there are the Compensation Strategies, which are divided in two
sets; Guessing intelligently and Overcoming limitations in speaking and writing. About
it, Oxford says that ¨Compensation Strategies ebable learners to use the new language
for either comprehension or production despite limitations in knowledge. Compensation
Strategies are intended to make up for an inadequate repertoire of grammar and,
especially, of vocabulary.
On the other hand, talking about the Indirect Strategies, we can find thre main
divisions. Firstly there are the Metacognitive Strategies and its three sets: Centering
your learning, Arranging and planning your learning, and Evaluating your learning.
Then there are the Affective Strategies with its three divisions; Lowering your anxiety,
Encouraging yourselfe, and Taking your emotional temperature.
In the third place there are the Social Strategies, wich are very important for
the speaking as the strategies mentioned prviously, and which is also divided in three
parts; Asking questions, Cooperating with others, and Empathizing with others.
4. After have talked about Oxford´s point of view, is time to talk about
Tomlinson´s. He emphasizes grammar as one of the main subject while talkig about
spoken language. He says that ¨desciptions of the English language and of English
grammar, in particular, have been largely based on written sources and on written
examples. This is inevitable since examples of written English are easier to obtain and it
is only recently that audio technology has facilitated recordings of the spoken
language.”
Tomlinson presents the tails as a good way to practise the spoken language.
He says that “Tail´s structures are selected here because they are a prominent feature of
the Nottingham spoken corpus and because they are not adequately treated in
conventional descriptive grammars of English, including some of the most
comprehensive grammars of the EnglishLanguage. Tails are almost exclusive to the
spoken language and where they do occur in written English they are selected in orderto
give thatwritten text a markedly spoken character. Such forms present therefore a
particular challenge to the materials designer wishing to provide teachers and learners
with an opportunity to encounter a key feature of spoken language in use.”
As it was mentioned previously, Tomlinson gives more emphasis to grammar
at the time of learning and developing the speaking habilities, and because of that he
states that “ if we accept that tails are a normal rather than a deviant feature of spoken
grammar (our corpus data confirms that tails are distributed across a range of different
contexts) and if we accept that learners ought to be introduced to tails as an expresive
resource and be guided in their choices of whether, how and in what ways you use tails,
then teachingmaterials will need to address such conditions.
5. Another thing that Tomlinson mentions is the language awareness and
consciousness, two things that are closely related with what Oxford says. Tomlinson
staes that “ recent research in the field of second language aquisition and development
has pointed to some advantages in procedures which raise learner´s consciousness of
particular grammatical forms.” This is what Oxford expresses with the idea of the
Direct strategies in which are the Cognitives strategies. “Such research takes place
against a background of communicative language teaching methodology which in a
concern for greater fluency has focused on the learner´s use of language.
It is important to take into account what Oxford and Tomlinson say about
teaching the spoken language. Oxford presents the different strategies that us, as
teachers should be aware of to have succes in the teaching and learning process, while
Tomlinson gives us the ideas of how grammar is something important even while
talking about the habilities of speaking. Two authors that are good guides for teachers at
the time of preparing and developing classes.
References
6. Oxford, R. L. (1990). Language learning strategies. Alabama: Heinle and Heinle.
Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University
Press.