In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
Assessing listening skills is important for teachers to evaluate student competencies and make decisions. It is necessary to consider student performance over multiple tests to reliably gauge abilities, as one bad performance does not indicate true competence. Listening is one of the most difficult skills for second language learners due to the many elements that must be processed simultaneously, like speech sounds, types of speech events, and assigning meaning. When assessing listening, tests should be designed according to student levels and aim to improve this receptive skill over time by moving from basic to more advanced objectives like comprehending different types of listening performance.
The document discusses evidence that children use to set parameters as they acquire language. It explains that children have an innate universal grammar containing principles and parameters. Parameters allow for variation between languages. The document discusses three types of parameters and different kinds of evidence children could use, including positive evidence from structures they hear, and two types of negative evidence: direct correction or indirect lack of certain structures. However, the document concludes that positive evidence alone is sufficient and most significant for children to set parameters, supporting the no-negative evidence hypothesis.
Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
This document discusses assessment of speaking skills and provides guidance on how to effectively test speaking. It identifies key aspects to evaluate such as vocabulary, grammar, fluency, pronunciation, and task completion. Both holistic and analytic scoring methods are described, with holistic providing a quick overall score but less diagnostic feedback, while analytic takes more time but provides useful information on individual skill areas. The document also lists common speaking tasks, advantages and disadvantages of speaking tests, and factors that can affect task performance like instructions, timing, and marking criteria.
In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
Assessing listening skills is important for teachers to evaluate student competencies and make decisions. It is necessary to consider student performance over multiple tests to reliably gauge abilities, as one bad performance does not indicate true competence. Listening is one of the most difficult skills for second language learners due to the many elements that must be processed simultaneously, like speech sounds, types of speech events, and assigning meaning. When assessing listening, tests should be designed according to student levels and aim to improve this receptive skill over time by moving from basic to more advanced objectives like comprehending different types of listening performance.
The document discusses evidence that children use to set parameters as they acquire language. It explains that children have an innate universal grammar containing principles and parameters. Parameters allow for variation between languages. The document discusses three types of parameters and different kinds of evidence children could use, including positive evidence from structures they hear, and two types of negative evidence: direct correction or indirect lack of certain structures. However, the document concludes that positive evidence alone is sufficient and most significant for children to set parameters, supporting the no-negative evidence hypothesis.
Implementing E-portfolios in the Business Language Curriculum: A French CaseCALPER
Presented at the 2011 CIBER Business Language Conference, which described the implementation of electronic portfolios in a French business language course at the Pennsylvania State University. Sponsored by the Center for Language Acquisition (CLA) at Penn State.
This document discusses methods for assessing speaking ability. It outlines structured and observational approaches, with the structured approach involving tasks to evaluate specific oral skills and the observational approach unobtrusively observing natural speech. Rating systems can be holistic, providing an overall impression, or analytic, evaluating various communication aspects. Factors like linguistic competence, functional competence, and sociolinguistic competence are also discussed. The document provides details on testing speaking such as format, content, performance conditions, stimulus, timing, scoring, and considers valid assessment formats. Principles of assessment speaking are outlined related to reliability, validity, practicality, authenticity, approach, and wash back.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
This document discusses assessment of speaking skills and provides guidance on how to effectively test speaking. It identifies key aspects to evaluate such as vocabulary, grammar, fluency, pronunciation, and task completion. Both holistic and analytic scoring methods are described, with holistic providing a quick overall score but less diagnostic feedback, while analytic takes more time but provides useful information on individual skill areas. The document also lists common speaking tasks, advantages and disadvantages of speaking tests, and factors that can affect task performance like instructions, timing, and marking criteria.
SpeakGlobal, a developer of innovative, multi-purpose English language software, has a fully customizable line of software for language learners around the world.
The document discusses various aspects of communication including:
1) The advantages of two-way communication over one-way communication and some common communication pitfalls to avoid.
2) Tips for improving communication skills as a sender and receiver such as using clear language, active listening, and being aware of nonverbal cues.
3) Different channels of communication both verbal and written as well as their advantages and disadvantages.
This document discusses contrastive analysis, error analysis, and interlanguage in second language acquisition. It provides examples of different types of errors made by second language learners and their potential sources. Specifically, it describes (1) errors caused by the influence of the learner's first language, known as interlanguage transfer errors, and (2) errors caused by gaps or incorrect assumptions in the learner's knowledge of the target language rules. The document also discusses developmental sequences observed in learner language, including the acquisition of grammatical morphemes, tense/aspect, syntactic structures, vocabulary, and phonology.
Foreign languge acquisition by Gayathri R.roseblack86
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
Assessing listening micro and macroskills of listeningWildan Nanda W
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
This seminar discusses English mastery and provides tips and techniques for improving English skills. It covers who the experts are, when language is acquired, key areas of mastery including sounds, structure and meaning, and how to apply the techniques. The key areas discussed are phonemes, phonetics, prosody, grammar and vocabulary. Questioning and answering techniques are also covered to improve communication skills. The overall message is that using language with feedback is essential for mastery as it is easily lost without practice.
Combing through language experts' memoirs, autobiographies, interviews and quotes from third-party websites, their views on English Mastery converge on this simple fact: Use it with feedback often or lose it.
The document discusses how to learn English using media and outlines several topics including speaking and pronunciation, vocabulary, listening, reading, writing, and grammar. It provides subtopics for grammar like modal auxiliaries, tenses, and comparisons. It also lists some media tools that can be used for reading like games, e-books, videos, and Adobe Flash and covers essay writing and the writing process.
The document discusses designing assessment tasks for intensive and responsive listening. For intensive listening, it provides examples of tasks that test recognizing phonological elements, morphological elements, stress patterns, single words, and paraphrasing sentences and dialogues. For responsive listening, it gives examples that assess responding appropriately to questions and open-ended responses to questions, noting the benefits and challenges of each.
This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
This document discusses techniques for testing overall language ability, including cloze procedures, dictation, and tests for young language learners. Cloze procedures aim to assess abilities beyond just the immediate context by removing words from a passage. Dictation can test spelling, punctuation, and listening ability but is time-consuming to score. When testing young learners, tests should be brief, varied, and involve visual elements like pictures to match their short attention spans and developing cognitive skills.
The document discusses the concept of language factories, which aim to support the definition and construction of programming languages in a component-based way. This would allow for greater reuse of common language components, more agile language engineering, and language refactoring and analysis. Some key goals of language factories include supporting reuse of language syntax, semantics, and tools, as well as enabling flexible composition of language components to build new languages. Examples of reusable expression and measurement language components are provided.
The document discusses factors that affect listening comprehension in language testing. It describes the listening construct and various sub-skills involved, including linguistic processing, relating information to context, and simultaneous bottom-up and top-down processing. Task types and formats are also covered, such as note-taking, question preview, visual aids, and multiple choice vs open-ended questions. Variables like speech rate, vocabulary difficulty, and noise levels can impact listening difficulty. Overall, listening comprehension is a complex process that involves many interacting variables.
The document discusses various methods for assessing second language speaking ability. It describes 6 basic types of speaking tasks: imitative, intensive, responsive, interactive, and extensive. Intensive tasks include directed response, read-aloud, sentence/dialogue completion, picture cues, and translation. Responsive tasks involve question-answer exchanges. The document provides examples and considerations for different task types and discusses challenges in separating speaking from listening skills during assessment.
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
This document discusses analyzing errors in learner language, known as interlanguage. It explains that learner language develops its own systematic rules as learners learn a new language, rather than just being a collection of mistakes. The document outlines the procedure for analyzing learner errors, which involves identifying errors in recordings or writing, reconstructing what a native speaker would have said, and explaining the causes of errors, such as transfer from the native language or developing rules of the new language. The goal of this error analysis is to better understand a learner's rule system as their interlanguage develops.
Using films in the ESL classroom to improve communication skills of non-nativ...Atiya Khan
With the ever-increasing developments in audiovisual technologies, their uses are not limited to entertaining people anymore. In fact, audiovisual technologies could be incorporated in the classroom for second language acquisition. In line with that view, this article highlights the effectiveness of exposure to films on improving the speaking skills of non-native English language learners. The article implied that audiovisual technologies, such as films, generally are a great source for teaching spoken English and must be used more in non-native English language learning contexts.
Beyond Linguistic Accuracy: What speaking tests must also evaluateC Romney
This document discusses the evaluation of speaking skills and proposes that tests must consider more than just linguistic accuracy. It notes that speaking involves different genres like conversations and presentations. While most tests evaluate skills like presentations, conversations require interactive abilities that are rarely tested. The document suggests teaching and testing a variety of speaking genres, including making conversations a priority and evaluating interactive communication skills in addition to linguistic proficiency.
A language barrier refers to difficulties in communication that occur between people who speak different languages or dialects. Grammar, spelling, technical jargon, dialects, and language disabilities can all act as barriers. There are several types of language barriers including differences between languages, dialects within a language, and disabilities that impact language. To overcome language barriers in the workplace, some strategies are to use plain language, translation services, interpreters, language classes, visual communication methods, repetition, and being respectful of those with different language abilities.
The Reasons Why Language Labs Are Important in Schools and Colleges!.pptxDigital Lab
Find out the benefits of language laboratories for students as well as teachers, including phonetics, vocabulary, soft skills, and life skills, providing a complete approach to language learning.
SpeakGlobal, a developer of innovative, multi-purpose English language software, has a fully customizable line of software for language learners around the world.
The document discusses various aspects of communication including:
1) The advantages of two-way communication over one-way communication and some common communication pitfalls to avoid.
2) Tips for improving communication skills as a sender and receiver such as using clear language, active listening, and being aware of nonverbal cues.
3) Different channels of communication both verbal and written as well as their advantages and disadvantages.
This document discusses contrastive analysis, error analysis, and interlanguage in second language acquisition. It provides examples of different types of errors made by second language learners and their potential sources. Specifically, it describes (1) errors caused by the influence of the learner's first language, known as interlanguage transfer errors, and (2) errors caused by gaps or incorrect assumptions in the learner's knowledge of the target language rules. The document also discusses developmental sequences observed in learner language, including the acquisition of grammatical morphemes, tense/aspect, syntactic structures, vocabulary, and phonology.
Foreign languge acquisition by Gayathri R.roseblack86
The document discusses various topics related to foreign language acquisition including language learning theories, strategies for acquiring European and Asian languages, habits leading to language competency, and using mobile apps for language learning. It provides tips for acquiring vocabulary and grammar in different languages and debunks common myths about language learning. Recommendations are made for crafting an effective language acquisition plan focusing on goals, resources, practice and finding a language study buddy. Various tools for vocabulary building like Frayer's model and online resources are also introduced.
Assessing listening micro and macroskills of listeningWildan Nanda W
The document discusses microskills and macroskills in listening, which refer to bottom-up and top-down processing. It then lists 8 factors that make listening difficult, such as reduced forms, rate of delivery, and stress/intonation. Next, it proposes assessment tasks to test intensive listening, including recognizing phonological/morphological elements and paraphrasing sentences and dialogs. Finally, it suggests tasks for responsive listening like answering questions appropriately or with open-ended responses.
This seminar discusses English mastery and provides tips and techniques for improving English skills. It covers who the experts are, when language is acquired, key areas of mastery including sounds, structure and meaning, and how to apply the techniques. The key areas discussed are phonemes, phonetics, prosody, grammar and vocabulary. Questioning and answering techniques are also covered to improve communication skills. The overall message is that using language with feedback is essential for mastery as it is easily lost without practice.
Combing through language experts' memoirs, autobiographies, interviews and quotes from third-party websites, their views on English Mastery converge on this simple fact: Use it with feedback often or lose it.
The document discusses how to learn English using media and outlines several topics including speaking and pronunciation, vocabulary, listening, reading, writing, and grammar. It provides subtopics for grammar like modal auxiliaries, tenses, and comparisons. It also lists some media tools that can be used for reading like games, e-books, videos, and Adobe Flash and covers essay writing and the writing process.
The document discusses designing assessment tasks for intensive and responsive listening. For intensive listening, it provides examples of tasks that test recognizing phonological elements, morphological elements, stress patterns, single words, and paraphrasing sentences and dialogues. For responsive listening, it gives examples that assess responding appropriately to questions and open-ended responses to questions, noting the benefits and challenges of each.
This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
This document discusses techniques for testing overall language ability, including cloze procedures, dictation, and tests for young language learners. Cloze procedures aim to assess abilities beyond just the immediate context by removing words from a passage. Dictation can test spelling, punctuation, and listening ability but is time-consuming to score. When testing young learners, tests should be brief, varied, and involve visual elements like pictures to match their short attention spans and developing cognitive skills.
The document discusses the concept of language factories, which aim to support the definition and construction of programming languages in a component-based way. This would allow for greater reuse of common language components, more agile language engineering, and language refactoring and analysis. Some key goals of language factories include supporting reuse of language syntax, semantics, and tools, as well as enabling flexible composition of language components to build new languages. Examples of reusable expression and measurement language components are provided.
The document discusses factors that affect listening comprehension in language testing. It describes the listening construct and various sub-skills involved, including linguistic processing, relating information to context, and simultaneous bottom-up and top-down processing. Task types and formats are also covered, such as note-taking, question preview, visual aids, and multiple choice vs open-ended questions. Variables like speech rate, vocabulary difficulty, and noise levels can impact listening difficulty. Overall, listening comprehension is a complex process that involves many interacting variables.
The document discusses various methods for assessing second language speaking ability. It describes 6 basic types of speaking tasks: imitative, intensive, responsive, interactive, and extensive. Intensive tasks include directed response, read-aloud, sentence/dialogue completion, picture cues, and translation. Responsive tasks involve question-answer exchanges. The document provides examples and considerations for different task types and discusses challenges in separating speaking from listening skills during assessment.
The document discusses various methods for assessing listening skills in language learning. It identifies four main types of listening performance: intensive, responsive, selective, and extensive. Some example assessment tasks provided include cloze dictations, information transfer tasks, note-taking, editing discrepancies between written and spoken stimuli, interpretive tasks like answering questions about a story, and retelling or summarizing what was heard. The goal of assessment is to evaluate skills like comprehending sounds, understanding context and meaning, and developing an overall understanding of the auditory input.
This document discusses analyzing errors in learner language, known as interlanguage. It explains that learner language develops its own systematic rules as learners learn a new language, rather than just being a collection of mistakes. The document outlines the procedure for analyzing learner errors, which involves identifying errors in recordings or writing, reconstructing what a native speaker would have said, and explaining the causes of errors, such as transfer from the native language or developing rules of the new language. The goal of this error analysis is to better understand a learner's rule system as their interlanguage develops.
Using films in the ESL classroom to improve communication skills of non-nativ...Atiya Khan
With the ever-increasing developments in audiovisual technologies, their uses are not limited to entertaining people anymore. In fact, audiovisual technologies could be incorporated in the classroom for second language acquisition. In line with that view, this article highlights the effectiveness of exposure to films on improving the speaking skills of non-native English language learners. The article implied that audiovisual technologies, such as films, generally are a great source for teaching spoken English and must be used more in non-native English language learning contexts.
Beyond Linguistic Accuracy: What speaking tests must also evaluateC Romney
This document discusses the evaluation of speaking skills and proposes that tests must consider more than just linguistic accuracy. It notes that speaking involves different genres like conversations and presentations. While most tests evaluate skills like presentations, conversations require interactive abilities that are rarely tested. The document suggests teaching and testing a variety of speaking genres, including making conversations a priority and evaluating interactive communication skills in addition to linguistic proficiency.
A language barrier refers to difficulties in communication that occur between people who speak different languages or dialects. Grammar, spelling, technical jargon, dialects, and language disabilities can all act as barriers. There are several types of language barriers including differences between languages, dialects within a language, and disabilities that impact language. To overcome language barriers in the workplace, some strategies are to use plain language, translation services, interpreters, language classes, visual communication methods, repetition, and being respectful of those with different language abilities.
The Reasons Why Language Labs Are Important in Schools and Colleges!.pptxDigital Lab
Find out the benefits of language laboratories for students as well as teachers, including phonetics, vocabulary, soft skills, and life skills, providing a complete approach to language learning.
Language Lab software offers teachers the ability to monitor their students' progress through its tracking features, a crucial aspect of digital language laboratories that significantly enhances language learners' performance.
This document provides an overview of Rosetta Stone language learning software. It discusses what Rosetta Stone is, how it teaches using dynamic immersion to learn languages without translation, and its speech recognition technology. The document also outlines the Rosetta Stone mobile app and how to use it, reviews case studies that found it effective for vocabulary learning, and discusses its pros and cons. It provides polls to gauge opinions on Rosetta Stone's effectiveness and recommendations.
This an overview of ELSA's proprietary speech recognition technology. Find out how voice technology can help with language learning, and what differentiates ELSA's model from the others.
English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes. Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
The document discusses common problems with traditional language learning and provides recommendations for more effective methods. It argues that most language learners fail due to relying on ineffective grammar-translation methods, rote memorization techniques, and standardized testing. These "crappy" approaches treat language as facts to memorize rather than an innate skill. Instead, the document recommends choosing interesting content in audio and digital formats to aid natural acquisition. It also notes that adults can learn faster than children due to greater motivation, learning skills, and vocabulary. The key is adopting a growth mindset and making the most of opportunities to engage with the language.
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
In most European countries, students begin learning second languages early on in school and most individuals, child or adult, are able to effectively communicate in their second language if not also in a third and fourth. In Canada, almost all of the provinces have total immersion programs set-up. Most people realize at this point that learning a second language is crucial, but for some reason, the United States has yet to significantly increase language programs.
This document provides an overview of the topics and activities to be covered in Class Session #3 of the workshop LCRT 5810: Workshop in Language Development & Acquisition. The session will focus on using linguistic tools to observe and analyze language in the classroom. Activities include reconnecting with classmates, examining how one's own language varies in different contexts, and collecting and transcribing oral language samples from a case study learner. The document outlines the linguistic areas to be covered, such as phonology, morphology, syntax and pragmatics, and how they can be applied to analyze language samples. Requirements for upcoming assignments on analyzing oral language and collecting additional language samples are also provided.
Expanding ESL learning via mobile technologies - MATSOL Conference 2014-05-09Heidi Larson
Slides from a presentation by Heidi Larson and the Framingham Adult ESL Plus school at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference in May, 2014
This document outlines the steps of language testing conducted by a group of students. It begins with an introduction listing the group members and supervisor. It then provides definitions of language testing, types of tests, and the skills assessed. The main body discusses testing the four skills - listening, speaking, reading, and writing. It describes sample test formats and items for each skill. The document concludes with references used in preparing the report.
2. Contents
1. Intro
1. SRT, how file sorting makes a list of your misses and
2. Voice Recognition Technology, will the calibration ever end?
3. What kind of input am I getting? Specialization or Generalist
4. Vocabulary
5. Negation
6. Grammar
7. reviews
3. Pragmatics, strategy and collaboration
practical advice to learn language on your phone
Software
❖ Duolingo
❖ Busuu
❖ Memrise
❖ Babbel
❖ Drops
❖ Simply
Learn
❖ Lyrics
Training
❖ Hindipod
101
❖ Mango
❖ Voxy
Features
❖ word banks
❖ grammar
instruction
❖ social
connections
❖ (VRT) Voice
Recognition
Technology
❖ (SRT) spaced
repetition
training
❖ Audio samples
4. reviews
Languapps features reviews and articles on
topic:
● Self-directed language learning
● Computer/Mobile-assisted language
learning
● Lexis (your vocabulary targets)
● Fluency vectors (mother tongue and
second language speaking ability)
● Language 2’s similarities to L1 and
methods to acquire pivotal language items.
Want to contribute?
Check out our
plaintext reviews
and mailto:
GrowlRoar@gmail.
5. Each word, each grammar item, every speech sound you learn
improves your language skills. Most apps use activities like gap fills,
matching or multiple choice tasks to teach these language items.
SRT features on most apps to self-select language items that you’d
previously missed, so you see the language items you need to see.
Spaced Repetition Training (SRT)
6. Speak is an aptly named, pared down, dialogue partner that rates you.
Rosetta Stone asks if you’re adult male, adult female, or child to
calibrate. Busuu has dialogues and rates pronunciation accuracy w/ vrt
A paradox of Voice Recognition Technology
Reading for deep learning and learning from machines-
Both grammar analysis and sound analysis is done by neural mapping systems which digests a set of sample values, sounds, acceptable
sentences according to which reference the sample to an average that the computer “learns”. They’re generally successful at learning by
example how to compare your data to a mean average. This is a “black box” process so it it can’t really be measured or repeated. When the
algorithm analyzes sound formants, it either has to filter out pitch, or keep multiple data sets with which to calibrate your voice.
A paradox of Voice Recognition Technology...
... the wider the user base, the narrower the lexical...
...so vrt works with small groups of people
or small sets of language, but not with both,yet.
7. Duolingo has tons of languages, a pleasing design and loads of features. On the
other hand, the design and features are the mostly same for their 94 languages.
Some new apps like Drops, Memrise or Skritter specialize only in vocab while
Speak only grades your English pronunciation. Rare apps like Le Monde use
narration and culture to immerse you in a unique French learning experience.
Specialization or Generalist
Sometimes the same company
puts a different flag thumbnail
on app versions. Search ‘learn
Hindi’ feature Simply Learn
Hindi or Drops Hindi. Scroll a
bit more and you’ll find
Hindipod101 for unique Hindi
video lessons on your phone.
8. Your mobile makes a
perfect repeat & recall
device to learn vocab on
your downtime. Make the
most of it by choosing an
app what’s features you’ll
utilize. Cleveland State
language education
professors researched and
wrote about that in the
April 2019 issue of The
Reading Teacher and they
came up with this rubric.
(Northrop
2018)
Vocabulary
9. A bit about negative polarity
Negative polarity no, not, n’t, never have low semantic value, they only negate. any is a
determiner nouns for negs, questions and low importance
We can negate two nouns with one any. “I don’t want any liberals or conservatives at my
party”
Disapprove, misunderstand, uninvite, and retract are verbs prefixed with a negation.
How let is used and how take is sometime used
Let, allow and sometimes leave in sayings like leave it to me are verbs which’s meanings
tend to inaction, facilitating a course of events to unfold. Let me do it.
The 1st meaning of take is strongly transitive I took your shoes. Take without an object
means ‘take root’ or ‘take effect’. Why do you smell so bad, didn’t you shower at the gym?
Yes, but it didn’t take. This is an intransitive verb.
How does that sound? English allows
ellipses, ‘He don’t know nothin bout this, that, or the other thing; and more than two arguments can agree to the same
verb
10. CALL for grammar
Computer assisted language
learning (CALL) research was
done by grads at Columbia, of
students who study with apps or
programs to those who just go to
class.
Two groups (CALL and c-learning) go through
pretest, grammar lesson, and posttest. An interview
is conducted at the end of the experiment.
the CALL group -performs better in posttest -
has better future learning capabilities -yields
more interactions with other students -
generates more questions in class -
enjoys the grammar instruction more -
perceives the lesson to be more effective -
and likes the lesson better. (lu 2009)
Most language learning is done with
books. Maybe that changes quickly.
Dilbilgisi, -ni [di’lbilgisi] b. a. 1 Bir dilin işleyişini ve
sunduğu düzeni inceleyen, onun ses, sözcük yapısı,
anlam değişimeleri, tümce kuruluğu gibi öğelerini ele
alıp bunlarin kurallarını saptayan bilim. eş. gramer. 2
Bu kuralları öğreten ders ya da kitap. (Püsküllüoglü 2005)
gramer is
an English
loan word
in Turkish
Warning
Turkish
below