LANGUAGE FUNCTION: SUGGESTING
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This document discusses language functions for suggesting, including asking for suggestions, giving suggestions, accepting suggestions, and refusing suggestions. It provides example phrases for each, such as "What do you suggest?" for asking, "I suggest you..." for giving, "That's a good idea" for accepting, and "I tried that but..." for refusing. The document also lists some recommended online resources for English language learning.
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The document discusses five key principles of language assessment: practicality, reliability, validity, authenticity, and washback. Practicality refers to evaluating assessments based on cost, time, and usefulness. Reliability means an assessment is consistent and dependable. Validity means an assessment accurately measures what it is intended to measure. Authenticity refers to how closely an assessment resembles real-world language tasks. Washback refers to the effects assessments have on teaching and learning, which can be positive or negative. Teachers should design assessments that adhere to these principles.
ASSESSMENT: WRITING COMPREHENSION ASSESSMENT
The document discusses various methods for assessing writing skills, including micro skills like grammar, word choice, and cohesion, as well as macro skills like conveying meaning and adapting to purpose and genre. It outlines categories of writing assessment tasks such as imitative writing like dictation, intensive writing like transformations, and responsive and extensive writing like paragraph construction. Specific techniques are provided like spelling tests, picture prompts, and evaluating strategies for developing main ideas across paragraphs. The document provides references for further reading on language assessment.
ASSESSMENT: READING COMPREHENSION ASSESSMENT
This document discusses various formats for assessing reading comprehension, including both standardized and informal assessment formats. Standardized formats include multiple choice questions, cloze tests, gap filling, rearranging text segments, and summarization. Informal formats involve observations of students' reading behaviors, discussions, diaries, think-alouds, enactments, and student portfolios. The goal of reading comprehension assessment is to measure students' understanding of vocabulary, ideas, tone, and style in texts.
ASSESSMENT: SPEAKING COMPREHENSION ASSESSMENT
The document discusses various micro and macro skills that can be assessed in speaking tests, as well as different types of speaking assessment tasks. It outlines 11 micro skills like producing phonemes and chunks of language, as well as 3 macro skills like accomplishing communicative functions and conveying meaning through facial expressions. Several assessment task types are also described at different levels from imitative to extensive, such as repetition, role plays, discussions, translations, presentations and storytelling. Recommended reading on language assessment is provided.
ASSESSMENT: LISTENING COMPREHENSION ASSESSMENT
The document discusses the assessment of listening comprehension skills. It describes that assessment involves evaluating both micro skills (language aspects) and macro skills (content understanding). Micro skills include discriminating sounds, processing speech at different rates, and recognizing grammar. Macro skills involve inferring meanings using context clues, predicting outcomes, and developing listening strategies. The document also outlines different types of listening assessment tasks, from discriminative tasks to determine if sounds are the same or different, to comprehension tasks involving content questions, to extensive tasks like dictation or story retelling.
SYSTEMIC FUNCTIONAL LINGUISTICS: TEXTUAL MEANINGS
This document discusses Systemic Functional Linguistics and the concepts of theme and rheme in clauses and texts. There are three main types of theme: ideational, which refers to the topic or subject; interpersonal, which includes elements like modals and vocatives; and textual, which relate the clause to the context. The theme serves as the point of departure for the message and clause, with the rheme providing new information. Various linguistic elements can serve as themes, including subjects, objects, adverbials, and conjunctions. The ordering of themes and rhemes helps to structure texts cohesively.
SYSTEMIC FUNCTIONAL LINGUISTICS: INTERPERSONAL MEANINGS
This document discusses interpersonal meanings in systemic functional linguistics. It explains that interpersonal meaning expresses a speaker's attitudes and judgments, and is realized through the analysis of mood and modality. Mood is analyzed using elements such as subject, finite, residue, and adjuncts. The mood types include declarative, interrogative, imperative and others. Interpersonal meaning provides insights into a speaker's perspective through examination of linguistic features like modality and mood.
PRAGMATICS: SPEECH ACTS
Speech acts refer to the intentions and effects of utterances beyond their literal meaning. There are three types of speech acts: locutionary acts involve the actual uttering of words; illocutionary acts perform actions like making statements or requests through utterances; and perlocutionary acts aim to affect the behavior or thoughts of the listener. Scholars like Austin and Searle further categorized speech acts based on their communicative functions, such as declaratives that change the world through language or expressives that convey emotional states. Understanding speech acts is important for comprehending how language is used pragmatically in communication.
PRAGMATICS: MAXIM FLOUTING
This document discusses the different types of maxim flouting in pragmatics based on Grice's Cooperative Principle. It describes quantity maxim flouting as providing too little or too much information. Quality maxim flouting involves saying something believed to be false. Relevance maxim flouting means being irrelevant in communication. Manner maxim flouting uses ambiguous or obscure expression. Examples are provided for each type to illustrate conversational exchanges where the maxims are flouted to convey hidden meanings.
PRAGMATICS: COOPERATIVE PRINCIPLES
Grice proposes the cooperative principle to guide successful conversations. The cooperative principle includes four maxims: quantity, quality, relation, and manner. The maxims obligate speakers to be informative but not too brief or long, truthful, relevant to the topic, and clear. While people generally observe the maxims, there are times when maxims are violated, infringed upon, opted out of, or flouted to convey hidden meanings.
PRAGMATICS: CONCEPT OF IMPLICATURE
This document discusses implicature in pragmatics. It defines implicature as what is communicated less what is said. Implicature can be divided into conventional implicature, derived from specific words or expressions, and conversational implicature, derived from the context of an utterance. Conversational implicature includes generalized implicature, derived without context, and particularized implicature, derived from a specific context. The document provides examples to illustrate these different types of implicature.
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSES...A. Tenry Lawangen Aspat Colle
ASSESSMENT: DISCRETE POINT TEST, INTEGRATIVE TESTING, PERFORMANCE-BASED ASSESSMENT, AND AUTHENTIC ASSESSMENT.ASSESSMENT: TESTING, ASSESSMENT, AND EVALUATION IN TEACHING (III)
Evaluation is defined as the systematic examination of a program to improve it and other similar programs. It involves collecting, analyzing, and interpreting information about teaching and learning to enhance student achievement. The key components of evaluation are articulating the program's purpose, identifying relevant information, analyzing and interpreting the data, and using it to inform classroom decisions. The overall goal is to determine if program standards are being met and what levels of success or failure are achieved.
ASSESSMENT: TESTING, ASSESSMENT, AND EVALUATION IN TEACHING (II)
The document discusses assessment in education. It defines assessment as a broad term that includes testing and is the process of gathering, interpreting, and recording information about students' knowledge, understanding, abilities, attitudes, and progress. Testing is a particular type of assessment that focuses on eliciting a specific performance sample. Formative assessment is used to provide feedback and inform development, while summative assessment provides a measure of achievement and determines progression. Both formative and summative assessments are important tools in monitoring student learning.
ASSESSMENT: TESTING, ASSESSMENT, AND EVALUATION IN TEACHING (I)
1. The document discusses various methods of testing, assessment, and evaluation in teaching including tests, types of tests, tasks in testing, and references.
2. The main types of tests covered are achievement tests, diagnostic tests, language aptitude tests, placement tests, and proficiency tests.
3. The types of testing tasks discussed include short-answer, completion, true-false, arrangement, multiple choice, matching, cloze, dictation, gap-filling, transformation, error correction, and essays.
LANGUAGE FUNCTION : EXPRESSING AND ELICITING PLANS, GOALS, AND INTENTIONS
LANGUAGE FUNCTION : EXPRESSING AND ELICITING PLANS, GOALS, AND INTENTIONSA. Tenry Lawangen Aspat Colle
This document discusses expressing and eliciting plans, goals, and intentions in language. It provides examples of ways to ask about others' plans and intentions, such as "What are you going to do?" and "Do you have any intention of...?". It also gives examples of expressing one's own plans, goals and intentions, including "I'm going to...", "I'm planning to...", and "I hope to...". The document aims to outline common language functions for discussing plans and intentions between individuals.LANGUAGE FUNCTION : COMPLAINING
This document discusses the language function of complaining. Complaining expresses displeasure or annoyance in response to an action seen as unfavorable. Some examples of phrases used when complaining include "I'm not happy about this", "This is unacceptable", "I can't stand it when...", and "I'm disappointed with". The document provides a list of additional phrases commonly used to express complaining in both formal and informal contexts.
LANGUAGE FUNCTION : ASKING FOR, GRANTING AND WITHHOLDING PERMISSION
This document discusses asking for, granting, and withholding permission in conversations. It provides examples of ways to ask for permission, such as "Can I borrow..." and examples of responses that grant permission, such as "Yes, you can" or "Sure." It also lists phrases that withhold permission, like "I'm afraid you can't" or "No, not at all." The document concludes by recommending some online resources for English language learning.
LANGUAGE FUNCTION : PERSUADING AND ENCOURAGING
This document discusses two language functions: persuading and encouraging. Persuading involves giving reasons to convince someone to do something or believe something, while repeatedly asking them. Encouraging provides support, motivation, and confidence to help someone achieve their goals through positive and reassuring statements. Both language functions aim to influence others through language.
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- 2. ASKING FOR SUGGESTION Suggesting means an idea or plan that is suggested to other people. • I’ve got a bad toothache. What do you suggest? • What do you advise me to do? • What should I do? • What ought I to do? • Do you have any suggestion for me… GIVING FOR SUGGESTION • I suggest/ recommend that you … • You really should/ought to… • You’d better … • I’d recommend… • How about … • Maybe we should… • Have you thought about… • Why do not you …?
- 3. ACCEPTING SUGGESTIONS • Yes, I’d like/ love to. • That sounds like a good idea. • Thank you/Thanks • I’ll do/try that. • Why didn’t I think of that? • Good idea. • That’s a good idea. • Great • That’s great. • Yes, that’s marvelous. • O.K. • Let’s go. • REFUSING SUGGESTIONS • I tried that, but… • Thanks, but that won’t work/ help because … • That’s a good idea, but … • No, I’d rather not. • I don’t feel like it. • No, I don’t think so. • Well, I don’t really want to. • I’m sorry. I can’t do it.