This document discusses alternative assessment and provides examples of techniques. It begins by stating the objectives are to explain alternative assessment, identify benefits, and experience techniques. It then defines key concepts like authenticity and clear criteria. Some benefits listed are evaluating the learning process and product, and promoting autonomous learning. Examples provided include portfolios, interviews, presentations, and discussions assessed through checklists and student feedback. The document emphasizes patience in implementing new strategies and provides references for further information.
1. Oral and Situational Language Teaching was developed in the 1930s-1960s by British linguists Harold Palmer and A.S. Hornby. It focuses on teaching language through oral practice of vocabulary and structures in meaningful situations.
2. The goals are to teach the four language skills through accurate pronunciation, grammar, and responses in oral situations. New language is introduced and practiced through controlled vocabulary and situational dialogs.
3. Teachers serve as models, create situations requiring the target language, and guide structured repetition and substitution drills. Accuracy is emphasized through repetition and correction.
The document discusses different approaches to syllabus design in language teaching, including grammar-based, lexical, functional, situational, topic-based, task-based, and multi-functional syllabuses. It provides examples and criteria for each approach, such as including common language, prioritizing learnability over rare structures, and organizing lessons around real-life topics or tasks that engage students. The best approach incorporates multiple elements through a balanced "map of the book" to accommodate different aspects of language learning.
Trends in english language teaching todayJason Chuah
Trends in English Language Teaching Today discusses 10 key trends in English language teaching according to the author:
1. Increased networking opportunities through online communication allow teachers greater access to knowledge from others.
2. Growing interest in learner-centered approaches that consider individual learner needs, styles and abilities.
3. Emphasis on reflective teaching practices where teachers systematically evaluate and improve their own methods.
4. Use of teaching portfolios where teachers document their best practices through materials, feedback and reflections.
An underlying trend is a shift away from standardized, controlled teaching towards more complex, uncertain and emergent approaches that value diverse perspectives and relationships between teachers and learners.
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
The document discusses several approaches to language teaching including Total Physical Response, Communicative Language Teaching, and The Natural Approach. Total Physical Response is based on using physical movement and relies less on extra materials. Communicative Language Teaching focuses on improving speech through communicative activities like role-playing and dialogues. The Natural Approach is aimed at beginners and focuses on language acquisition through techniques like brainstorming and oral recognition without an early emphasis on grammar.
This document discusses alternative assessment and provides examples of techniques. It begins by stating the objectives are to explain alternative assessment, identify benefits, and experience techniques. It then defines key concepts like authenticity and clear criteria. Some benefits listed are evaluating the learning process and product, and promoting autonomous learning. Examples provided include portfolios, interviews, presentations, and discussions assessed through checklists and student feedback. The document emphasizes patience in implementing new strategies and provides references for further information.
1. Oral and Situational Language Teaching was developed in the 1930s-1960s by British linguists Harold Palmer and A.S. Hornby. It focuses on teaching language through oral practice of vocabulary and structures in meaningful situations.
2. The goals are to teach the four language skills through accurate pronunciation, grammar, and responses in oral situations. New language is introduced and practiced through controlled vocabulary and situational dialogs.
3. Teachers serve as models, create situations requiring the target language, and guide structured repetition and substitution drills. Accuracy is emphasized through repetition and correction.
The document discusses different approaches to syllabus design in language teaching, including grammar-based, lexical, functional, situational, topic-based, task-based, and multi-functional syllabuses. It provides examples and criteria for each approach, such as including common language, prioritizing learnability over rare structures, and organizing lessons around real-life topics or tasks that engage students. The best approach incorporates multiple elements through a balanced "map of the book" to accommodate different aspects of language learning.
Trends in english language teaching todayJason Chuah
Trends in English Language Teaching Today discusses 10 key trends in English language teaching according to the author:
1. Increased networking opportunities through online communication allow teachers greater access to knowledge from others.
2. Growing interest in learner-centered approaches that consider individual learner needs, styles and abilities.
3. Emphasis on reflective teaching practices where teachers systematically evaluate and improve their own methods.
4. Use of teaching portfolios where teachers document their best practices through materials, feedback and reflections.
An underlying trend is a shift away from standardized, controlled teaching towards more complex, uncertain and emergent approaches that value diverse perspectives and relationships between teachers and learners.
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
The document discusses several approaches to language teaching including Total Physical Response, Communicative Language Teaching, and The Natural Approach. Total Physical Response is based on using physical movement and relies less on extra materials. Communicative Language Teaching focuses on improving speech through communicative activities like role-playing and dialogues. The Natural Approach is aimed at beginners and focuses on language acquisition through techniques like brainstorming and oral recognition without an early emphasis on grammar.
CONTENT-BASED EXERCISES FOR TEACHER EDUCATION STUDENTS: A SEMINAR PAPER of MI...Mikee Monte de Ramos
This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch..
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
Sociolinguistic variation and educationTayeb Rabahi
This document outlines the history of sociolinguistic research and its applications in education. It discusses early contributions showing links between language variation and educational outcomes. It describes the development of dialect awareness curricula to address stereotypes about dialects. However, the impact of sociolinguistics in education has been limited despite decades of work. Moving forward, more collaboration is needed between sociolinguists and educators to integrate research findings into educational practices in ways that meet the needs of the field.
Teacher’s role and learner’s role in postmethod eraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era of language teaching. It begins by explaining that the method era involved rigidly prescribed teaching techniques that limited teacher and learner autonomy. The post-method era emerged as an alternative that allows teachers to design their own principles and techniques based on their expertise and contextual factors. The document then reviews literature defining post-method and critiquing the limitations of methods. It discusses how post-method views the teacher and learner as autonomous actors who collaboratively construct the curriculum.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Detailed presentation on various analytical tools widely used in Corpus Linguistics for corpora analysis including WORDCRUNCHER, LEXA, CWB , TACT, MICROCONCORD etc.
SLA investigates how and why people learn second languages by drawing on linguistics, psychology, sociology and related fields. It examines the cognitive and social processes involved in acquiring a new language system and becoming competent in different contexts. SLA research compares child first language acquisition to adult second language learning, investigates individual learner differences, and seeks to understand factors that influence learning outcomes and rates of acquisition.
Computer Assisted Language Learning as shared by Group 7a with their co-participants in PBET 2113 (TESL), Sem 2 AY 2009-2010, Faculty of Education, University of Malaya KL.
This document discusses teaching grammar and vocabulary. It covers:
1. Presenting new vocabulary through context and examples.
2. Discussing the role of grammar teaching in ELT and different presentation methods like deductive and inductive.
3. Explaining grammar practice and the difference between mechanical and meaningful practice.
Negotiation of meaning involves interactions between speakers to achieve mutual understanding. It is a key process in second language acquisition, as it provides comprehensible input through modifications and adjustments during interaction. Research has found that classroom activities that encourage negotiation of meaning, such as information gap tasks, provide greater benefits to learners' development of communicative competence.
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
Task based concepts to develop speaking skillsIvan Aguilar
The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
Coursebook materials include student books, teacher books, audio/video recordings, and workbooks used to present and practice language skills in the classroom. Teachers select materials based on a needs analysis of learners' levels, interests, and language needs. When selecting materials, teachers consider whether the content is visually appealing, well-organized, culturally appropriate, at the right level, and motivating for learners. If existing materials do not meet these criteria, teachers can adapt them by extending, shortening, changing methodology or level, reordering content, or using supplementary resources. Coursebooks provide context, dialogues, tasks and exercises while teachers add warmers, instructions, role-plays and homework.
The interaction hypothesis proposes that comprehensible input and negotiation for meaning during face-to-face interaction contributes to second language acquisition. There are two forms of the hypothesis: one that emphasizes comprehensible input and another that suggests interactions provide negative evidence and focus learner attention. While interaction may aid language learning, it is not absolutely necessary, and its role is complex as interactions are not always positive.
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Grammar translation method and Direct method comparasioncuaality
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
TSLB3143 Topic 1b Types of Educatioanal ResearchYee Bee Choo
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
Classroom interaction refers to the social and academic relationship between teachers and students. It examines how teachers can support student achievement and development through their interactions in the classroom. Effective classroom interaction falls into three categories: emotional support, classroom organization, and instructional support. Teachers provide emotional support by creating a positive environment and being responsive to students' needs. They organize the classroom to help students regulate their behavior and stay engaged. Finally, teachers give instructional support by promoting thinking skills, providing feedback, and encouraging language use among students. The goal of classroom interaction is to help students communicate effectively and assist them with learning.
CONTENT-BASED EXERCISES FOR TEACHER EDUCATION STUDENTS: A SEMINAR PAPER of MI...Mikee Monte de Ramos
This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch..
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
Sociolinguistic variation and educationTayeb Rabahi
This document outlines the history of sociolinguistic research and its applications in education. It discusses early contributions showing links between language variation and educational outcomes. It describes the development of dialect awareness curricula to address stereotypes about dialects. However, the impact of sociolinguistics in education has been limited despite decades of work. Moving forward, more collaboration is needed between sociolinguists and educators to integrate research findings into educational practices in ways that meet the needs of the field.
Teacher’s role and learner’s role in postmethod eraMahdie Ghanbari
This document discusses the roles of teachers and learners in the post-method era of language teaching. It begins by explaining that the method era involved rigidly prescribed teaching techniques that limited teacher and learner autonomy. The post-method era emerged as an alternative that allows teachers to design their own principles and techniques based on their expertise and contextual factors. The document then reviews literature defining post-method and critiquing the limitations of methods. It discusses how post-method views the teacher and learner as autonomous actors who collaboratively construct the curriculum.
The presentation will introduce you to the different ways teachers can help learners to be better prepared for life in the 21st century. There are many ideas which teachers are already using every day such as Global Awareness and Cross Curricular Skills, Critical Thinking and Problem Solving, Communication and Collaboration. The author of the presentation reflects on how we can develop such skills while teaching English to our students.
Detailed presentation on various analytical tools widely used in Corpus Linguistics for corpora analysis including WORDCRUNCHER, LEXA, CWB , TACT, MICROCONCORD etc.
SLA investigates how and why people learn second languages by drawing on linguistics, psychology, sociology and related fields. It examines the cognitive and social processes involved in acquiring a new language system and becoming competent in different contexts. SLA research compares child first language acquisition to adult second language learning, investigates individual learner differences, and seeks to understand factors that influence learning outcomes and rates of acquisition.
Computer Assisted Language Learning as shared by Group 7a with their co-participants in PBET 2113 (TESL), Sem 2 AY 2009-2010, Faculty of Education, University of Malaya KL.
This document discusses teaching grammar and vocabulary. It covers:
1. Presenting new vocabulary through context and examples.
2. Discussing the role of grammar teaching in ELT and different presentation methods like deductive and inductive.
3. Explaining grammar practice and the difference between mechanical and meaningful practice.
Negotiation of meaning involves interactions between speakers to achieve mutual understanding. It is a key process in second language acquisition, as it provides comprehensible input through modifications and adjustments during interaction. Research has found that classroom activities that encourage negotiation of meaning, such as information gap tasks, provide greater benefits to learners' development of communicative competence.
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
Task based concepts to develop speaking skillsIvan Aguilar
The document discusses task-based language learning. It defines task-based learning as using familiar tasks in the target language to promote acquisition. It identifies three types of gaps that can be used in tasks: information gaps, opinion gaps, and reasoning gaps. Each type of gap involves a different cognitive process. The document also outlines the typical structure of a task-based lesson with three stages: pre-task, task, and post-task.
This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
Coursebook materials include student books, teacher books, audio/video recordings, and workbooks used to present and practice language skills in the classroom. Teachers select materials based on a needs analysis of learners' levels, interests, and language needs. When selecting materials, teachers consider whether the content is visually appealing, well-organized, culturally appropriate, at the right level, and motivating for learners. If existing materials do not meet these criteria, teachers can adapt them by extending, shortening, changing methodology or level, reordering content, or using supplementary resources. Coursebooks provide context, dialogues, tasks and exercises while teachers add warmers, instructions, role-plays and homework.
The interaction hypothesis proposes that comprehensible input and negotiation for meaning during face-to-face interaction contributes to second language acquisition. There are two forms of the hypothesis: one that emphasizes comprehensible input and another that suggests interactions provide negative evidence and focus learner attention. While interaction may aid language learning, it is not absolutely necessary, and its role is complex as interactions are not always positive.
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Grammar translation method and Direct method comparasioncuaality
This document compares the grammar translation method and direct method for teaching languages. The grammar translation method focuses on grammar and vocabulary, with the teacher playing an active role and students focusing on memorization. The direct method emphasizes speaking skills and immersing students in the target language, with students taking a more active role in their learning. By understanding the differences between these methods, teachers can design more productive language classes and improve student outcomes by choosing the best aspects of each approach or creating their own hybrid method.
TSLB3143 Topic 1b Types of Educatioanal ResearchYee Bee Choo
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
Classroom interaction refers to the social and academic relationship between teachers and students. It examines how teachers can support student achievement and development through their interactions in the classroom. Effective classroom interaction falls into three categories: emotional support, classroom organization, and instructional support. Teachers provide emotional support by creating a positive environment and being responsive to students' needs. They organize the classroom to help students regulate their behavior and stay engaged. Finally, teachers give instructional support by promoting thinking skills, providing feedback, and encouraging language use among students. The goal of classroom interaction is to help students communicate effectively and assist them with learning.
Цель разработки: показать, как можно использовать материал раздела для развития речевой культуры
обучающегося, его грамотности интереса к процессам,
которые рассматриваются в «СИНТАКСИСЕ» и для
подготовки к ЕГЭ
Огромную значимость в курсе «Русского языка» имеет раздел «Синтаксис и пунктуация». Поскольку учащиеся при изучении этого раздела должны приобрести прочные, осознанные знания, необходимые для умения выражать свои мысли, чувства, а также они необходимы для сдачи ЕГЭ. Эта тема базируется на знаниях, полученных учащимися в основной школе. Начиная с 5 класса по 9 класс эта тема рассматривается в соответствии с возрастными особенностями обучающихся, постепенно усложняясь в понимании, но, как обычно, к старшей школе содержание материала частично забывается, и это сказывается на результатах экзамена.
11. Урок - презентация
Урок –Возрожде́ние или Ренесса́нс (фр. Renaissance,
итал. Rinascimento) — эпоха в истории культуры
Европы, пришедшая на смену культуре Средних веков
и предшествующая культуре нового времени.
Примерные хронологические рамки эпохи — XIV—
XVI века
15. Применение передового
педагогического опыта
В своей работе на уроках русского языка я
использую методику Т.Я.Фроловой и схемы
В.Ф.Шаталова.
На уроках литературы - методику
Т.А.Соловей и схемы И.И.Ильина.
23. Внеклассная работа
2009-2013
1.«Насими – дитя Востока»
Работа МАН 2009г. Пилипенко Ю. 10 класс
2.« Творчество евпаторийских поэтов и моряков-черноморцев
в годы ВОв»
Работа МАН 2010г. Кузьмина М. 10 класс
3.Конкурс чтецов – г.Евпатория 2 место 2012г. Мирошник К. 11
класс