PPP to TBL Different approaches to language presentationJo Gakonga
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com
PPP to TBL Different approaches to language presentationJo Gakonga
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com
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.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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 Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Theoretical overview:
Stephen Krashen’s hypotheses (1 and 2)
• The input hypothesis
Learners improve their language ability when exposed to
slightly more advanced language than their current level.
• The acquisition–learning hypothesis
Language acquisition is a sub-conscious process (natural
and intuitive), similar to learning one’s mother tongue.
Language learning is a conscious process, involving
formal instruction, during which one does not really
learn the language but sets of rules.
Language acquisition is what accounts for progress, not
language learning.
3. Theoretical overview:
Stephen Krashen’s hypotheses (3, 4 and 5)
• The monitor hypothesis
Learned language serves only as a monitor, checking the spontaneous
language production by the acquired language system. Learned language
does not produce real, spontaneous language.
• The natural order hypothesis
All learners acquire language in roughly the same order that is
independent of instruction. Thus, it does not make sense to teach
students to speak before they are able to listen well enough.
• The affective filter hypothesis
Negative emotions such as self-doubt, anxiety, fear and embarrassment
function as a filter that blocks the student’s progress
4. Some implications of the Krashen hypotheses
for teaching listening and speaking
Speaking does not result in language acquisition but is the
result of it. What results in language acquisition is the
processing by the learner of enough comprehensible input. In
other words, students cannot learn to speak well before they
have been sufficiently exposed to listening. This is a natural
order that could not be altered by teaching. Adults learning a
foreign language, though, may be able to make faster progress
by using the learned language as a monitor. Using the
monitor, however, requires time and is therefore much more
suitable and important in writing. If we use the monitor in
speaking, it will interfere with communication. In addition, all
effort should be made to get rid of emotions such as anxiety,
fear and embarrassment in the process of language teaching.
5. Practical advice:
Listening
• Don’t force the students to speak before they have had enough exposure to
listening. There is a natural “silent” period in the early stages of learning and
acquisition.
• Listening should be encouraged from early on, starting with input which is
slightly more advanced than the students’ level of language ability and
gradually progressing towards more advanced levels in line with the students’
progress. Naturally, this applies also to the type of language used by the
teacher in his or her communication with the students.
• It is extremely important to encourage the students to listen to the target
language on their own, outside of the classroom. Again, they should start with
language of appropriate difficulty (slightly more advanced than theirs) and
gradually progress towards more advanced language. They should listen to
something of real interest to them, focusing on the meaning (understanding).
Thus, they will be using the language, not learning it, and this is the process
that results in language acquisition. Naturally, such a process of meaningfully
using the language outside of class helps also get rid of the stress associated
with formal instruction and helps build student confidence.
6. Further advice:
Speaking
• Every effort should be made to greatly reduce the levels of stress
and anxiety associated with language learning. This is especially
important when the students (after enough exposure to listening)
start speaking.
• The focus should be on the meaning, not the form—on developing
fluency, not accuracy. Students should be encouraged to
communicate freely and spontaneously while performing a
meaningful task. Thus, group work and the Task-based learning
method (TBL) are particularly well-suited for teaching speaking.
• Error correction should be kept to a minimum and done in a way
that does not interfere with communication. It is natural to make
mistakes while using the language, especially in the early stages.
The goal should be to build up the students’ confidence and they
should be appropriately encouraged. However, it is important to
correct errors appropriately when there is danger of the so-called
fossilization of mistakes.
7. A cautionary note
While it is certainly useful to have some theoretical understanding of
language teaching and to design one’s teaching methods and activities
accordingly, it is more important to keep an open mind and use what really
works, not what is supposed to work.
For example, some language learners want to know the grammatical rules
when using the language, as this makes them more confident, while others
prefer not to be bothered with grammar. Some are not worried about
mistakes and are eager to speak, while others are terrified by the prospect of
making mistakes and could not bring themselves to start speaking.
Furthermore, what is appropriate for some stages of language learning could
be not appropriate for others—for instance, some advanced learners may
prefer to be corrected by the teacher and to focus on accuracy, not fluency.
Therefore, the teacher should constantly adjust his or her methods and
activities to the needs of the students.