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These are the slides from an invited lecture that I delivered at the University of Manchester in January 2021. The lecture outlined the implications of viewing language education as an 'ecology of ideas'
These are the slides from an invited lecture that I delivered at the University of Manchester in January 2021. The lecture outlined the implications of viewing language education as an 'ecology of ideas'
Talk delivered at the 'Empowering Language Teaching and Learning' professional development day, organised by the Panhellenic Association of State School Teachers of English. Athens: October 2011.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Talk delivered at the 'Empowering Language Teaching and Learning' professional development day, organised by the Panhellenic Association of State School Teachers of English. Athens: October 2011.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Here in This Presentation i m presented Types of Classroom Interaction ,Objectives,
Characteristics of Classroom Interaction,
Structuring of Classroom Interaction etc .
Compare and contrast the following exchange rate systems A. f.docxdonnajames55
Compare and contrast the following exchange rate systems:
A. fixed exchange rate system
B. floating exchange rate system
C. pegged exchange rate system
Second Language Acquisition in Adults: From Research to Practice
Donna Moss, National Center for ESL Literacy Education
Lauren Ross-Feldman, Georgetown University
December, 2003
Second language acquisition (SLA) is the study of how second languages are learned and the factors that influence the process. SLA researchers examine how communicative competence-the ability to interpret the underlying meaning of a message, understand cultural references, use strategies to keep communication from breaking down, and apply the rules of grammar-develops in a second language (Savignon, 1997). They also study nonlinguistic influences on SLA such as age, anxiety, and motivation. (See Ellis, 1997; Gass & Selinker, 2001; & Pica, 2002 for extensive discussions of SLA theory and research.)
Little research has been conducted on SLA with English language learners in adult education contexts. The complexities of adult English as a second language (ESL) instruction make research in this field challenging. Investigating issues of culture, language, and education and tracking learner progress over time are not easy when complicated by diverse and mobile learner populations and varied learning contexts (e.g., workplace classes, general ESL classes, family literacy classes). However, knowing about the SLA research that has been conducted can be helpful to adult ESL teachers because the findings may be applicable to their populations and contexts.
The purpose of this Q&A is to show how SLA research can inform adult ESL instruction. Research in three areas of second language acquisition are discussed: (1) the effect of learner motivation, (2) the role of interaction, and (3) the role of vocabulary. The research presented here includes experimental, correlational, and descriptive studies, as well as theoretical CAEarticles that analyze the results of other research.
What does research say about learner motivation in SLA?
Motivation has been a focus of SLA research for many years. Dornyei, (2002a, p. 8) identifies motivation as "why people decide to do something, how long they are willing to sustain the activity [and] how hard they are going to pursue it." Linguist Robert Gardner (1985; Masgoret & Gardner, 2003) examined factors that affected French- and English-speaking Canadians learning the language of the other community. His studies support the theory that integrative motivation (wanting to learn a language in order to identify with the community that speaks the language) promotes SLA. This motivation seems to promote SLA regardless of the age of the learner or whether the language is being learned as a second or foreign language. Even if individuals do not have this positive attitude toward learning the language, they may have instrumental motivation-that is, they may want to learn the language to meet thei.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
Grds international conference on social science (8)
1. The Effect of Pair Work on Guessing the
Meaning of Unknown Words in an EFL Context
Sasan Baleghizadeh
Shahid Beheshti University, Tehran, Iran
sasanbaleghizadeh@yahoo.com
3rd ICASS
November
2014
2. Advantages of Pair Work
Harmer (2007) lists the advantages of pair work as follows:
• It dramatically increases the amount of speaking time each
individual gets in class.
• It allows students to work and interact independently
without the necessary guidance of the teacher, thus
promoting learner autonomy.
• It recognizes the old maxim that ‘two heads are better than
one’, thereby allowing students to share responsibility rather
than having to bear the whole weight themselves.
• It is relatively quick and easy to organize.
3. The teacher is no longer in control of the class (Brown,
2001).
Students will use their native language (Brown, 2001;
Carless, 2008).
Learners will be deprived of receiving “superior data”
(Prabhu, 1987).
Some learners find it discouraging to work in pairs and
groups and prefer to work individually (Harmer, 2007).
4. Cooperative Learning Theory
Pair work is a good vehicle for implementation of cooperative learning, as
opposed to competitive or individualistic modes of learning.
To be considered cooperative, the group members should observe the
following:
Positive interdependence, in which all group members participate to
achieve a shared goal;
Individual accountability, in which each member of the group is held
responsible for his or her own learning, which in turn contributes to the
group goal;
Cooperation, in which students discuss, problem-solve, and collaborate
together;
Evaluation, in which members of the group review and evaluate their
ability to work together effectively and to make changes as needed.
(Johnson & Johnson, 1991)
5. Task typeYearStudies
Cloze exercise, text reconstruction, short composition1999Storch
Dictogloss2002Kuiken & Vedder
Text-editing task2007Storch
Conversational cloze2009Baleghizadeh
Text-editing task2010aBaleghizadeh
Word-building task2010bBaleghizadeh
In recent years, there have been a number of studies that
have examined the effect of pair work on form-focused activities:
There have been very few studies, if any, that have explored the
effect of pair work on guessing the meaning of unknown words
from context.
6. Does pair work improve the performance of EFL learners on guessing the
meaning of unknown words compared to when they do the same task
individually?
47 Iranian EFL students (27 females and 20 males) with an average
age of 25 participated in the study. They formed an experimental (n=30) and a
comparison group (n=17).
Two reading passages each followed by 10 vocabulary questions.
The participants in the comparison group did the task individually, while the
participants in the experimental group did it in pairs following the Think-Pair-
Share cooperative structure. The average time on task for the comparison
group was 15 minutes and for the experimental group was 20 minutes.
Research question
Participants
Materials
Procedure
7. Groups n M SD t df sig
Experimental 15 13.15 1.24 5.20 31 0.001
Comparison 17 10.06 1.56
8. 1. Promotive interaction driven by having a shared goal.
When two learners are asked to produce one single copy of
a given task, they pool their joint efforts to do something
better than what they would have been able to do
individually.
2. Time factor. Overall, the learners in the experimental
group were longer on task than their counterparts in the
comparison group.
The better performance of the learners in the experimental
group could be attributed to 2 reasons:
9. Hotels were among the earliest facilities that bound the United States
together. They were both creatures and creators of communities, as well
symptoms of the frenetic quest for community. Even in the first part of the
nineteenth century, Americans were already forming the habit of gathering
from all corners of the nation for both public and private, business and
pleasure, purposes.
What does the word “bound” in line 1 mean?
(A) led
(B) protected
(C) tied
(D) strengthened
10. Tasks of this type, when done cooperatively,
provide learners with ample opportunity to
negotiate for meaning.
Such tasks maximize the amount of time on task.
The learners in the present study found the given
task, particularly in the cooperative mode, highly
motivating: They unanimously asked their teacher
to give them more opportunities for pair work.