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The document discusses key concepts and terminology related to correcting errors in second language learning, including the difference between errors and slips, reasons why learners make mistakes, and different ways of helping learners improve. It notes that errors are part of learners' interlanguage as they unconsciously process and reorganize the language. Errors should be addressed differently depending on whether an activity focuses on fluency or accuracy, and not all learners need correction depending on their stage of learning.
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Error correction is used to highlight areas for students to improve their writing and speaking skills by correcting mistakes. There are several approaches to error correction, including emphasizing students' psychological development and interlanguage. Errors can be categorized based on their cause, such as random guesses, hypothesis testing, or slips. A model for written error correction evaluates comprehensibility, task requirements, and accurate syntax and lexis. Teachers can plan error correction by giving guidelines and having students self-edit or peer-edit using techniques like color-coding, writing corrections, or identifying error codes. The goal is to train students to independently improve their English skills over time.
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This document outlines a lesson plan for teaching English using a story about the Lao New Year as a context. The goal is for students to effectively communicate experiences of the Lao New Year using descriptive sentences with adverbs of frequency. Key points covered include understanding the traditions in the story, identifying adverbs of frequency and their proper use in sentences, performance tasks to assess understanding like describing pictures using adverbs, and learning activities like reading the story, relating personal experiences, and writing an essay using the new grammar.
mistakes.ppt
This document discusses learner mistakes and error correction. It distinguishes between slips, which are careless mistakes learners can self-correct, and errors, which indicate a gap in learning. Factors that contribute to errors include interference from the first language and developmental stages of learning. The document categorizes common mistake types and advocates a balanced approach to correction that praises learners, avoids judging, and creates a supportive learning environment.
Speaking activities for clil
This document provides guidance and suggestions for teaching speaking activities in a CLIL (Content and Language Integrated Learning) classroom. It discusses challenges teachers and learners face with speaking, such as students not using English or being disruptive. It then offers solutions like practicing fluency through information gap activities and accuracy through controlled drills. The document also provides tips for error correction, maximizing English use, and creating a supportive classroom climate.
Step upto writing
The document provides an overview of the Step Up to Writing program and how it supports English learners in developing their writing skills. It discusses using direct explicit instruction, modeling, and scaffolding techniques adapted to students' levels of English proficiency. Teachers demonstrate how to differentiate instruction for beginning and intermediate English learners using sensory tools, graphic organizers, and a gradual release of responsibility approach from highly structured to more independent writing. The goal is to build students' oral language and writing muscles step-by-step.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
Grammar Translation, The Direct Method and Bilingual Skills
The future aims of learners of English vary widely. For some they may be clearly defined. They may want to study in an English-speaking environment, or to keep up to date with what's in the English-speaking press, or to get by on holiday in an English-speaking country, or to conduct business meetings in English. These aims don't necessarily involve a deep-seated interest in English-speaking people and their culture, though that may develop.
Other learners may have a more general motivation and, rather than seeing learning English as a means to an end, see it as a more educational and personal experience. This sort of interest usually is characterized by a wish to gain a deeper understanding about people's ways of life and values. The ultimate goal of this group may even be to become bilingual. Although bilingualism is not a big issue in EFL, many teachers are interested in the extent to which other languages should be used in the classroom. Some teachers see the use of the mother tongue in language learning simply as a helpful transition to L2. Others see it as a way of developing bilingual skills. Yet others see it as a dangerous distraction from the learning of L2. I'll return to the question of L1 use in class in a moment. Meanwhile, let's sort out what we mean by bilingual and bilingual skills.
Now read the information that follows and see if you are still happy with your definition. Change it if you want to. (As you read this, bear in mind the interesting point that worldwide being bilingual to some degree is more common than being monolingual.)
People with the following sorts of skills have all been described as bilingual by different linguists and psychologists. A bilingual person could be someone who is able to:
- get on the right bus in another language
- understand a current affairs program on the radio
- write a letter to their child's school about arrangements for meals
- give a simultaneous interpretation of a speech at an international conference
- use two languages often, but not necessarily very well
- speak two languages, but cannot read or write them both.
Standard definitions range from insisting on native-like competence in two or more languages (which is comparatively rare) to some second-language proficiency in one of the four skills (listening, speaking, reading and writing). I personally go for something between these two extremes, reserving a term like 'totally bilingual' for people equally at ease in all situations in either language.
If your answer to the previous activity was something like: 'Being bilingual means knowing two languages', on the face of it that seems clear enough. But apart from the variety you saw in the list above, there is also a difference between the person who is able to operate equally well in both languages in all contexts and the person who has acquired two languages completely separately.
Source: https://ebookschoice.com/grammar-translation-the-direct-method-and-bilingual-skills/
Teachers Questions
The document discusses effective questioning techniques for teachers in English as a foreign language (EFL) classrooms. It outlines different types of questions, including display vs. referential questions, and a taxonomy of questions ranging from literal comprehension to appreciation. The role of questions in EFL classes is to promote classroom interaction, feedback, and communication. Effective questions minimize teacher talking time while maximizing student thinking and involvement. Questions should also be cognitively challenging but time-effective. Problematic questions risk embarrassment or do not elicit helpful responses.
Language Assessment of Deaf
Identification, Assessment and Need of CwHI with Tool. M.Ed Special Education.
Language and Communication
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
F2F4U1 (2).pdf
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
F2F4U1 (2).pdf
The article discusses the relationship between testing and creativity in schools. It argues that exams are testing students too early and that this discourages creativity and original thinking. While exams are meant to evaluate students' abilities, they may not be the best way to do so and some talented children could be going unnoticed. The writer believes schools should focus less on exams and more on developing students' natural talents.
Questions didactica by Miguel Arízala
1. The document contains responses to questions about language learning.
2. For question 1, the respondent argues that learners should not relate the second language to the first because it will lead to mistakes. Learners should acquire the second language like babies do.
3. For question 2, the respondent agrees that teachers should use the first language in foreign language classes to help guide learning and explain meanings, though the ideal is for the teacher to use the target language as much as possible.
Language Learner Profile
This document provides an analysis of an English language learner based on an interview. It identifies some of the student's strengths, such as an acceptable level of fluency, but also weaknesses in grammar knowledge and vocabulary. The analysis examines three examples from the interview transcript that illustrate issues with using past tense verbs, sentence structure, and lack of vocabulary. It then provides recommendations to address these weaknesses, such as practicing past tense verbs through listening activities, focusing on sentence structure through self-monitoring, and expanding vocabulary through reading texts. The analysis also identifies pronunciation errors like omitting final sounds and issues differentiating similar sounds. It recommends techniques like minimal pair practice and increased pronunciation feedback and correction.
Towards english fluency
The goal of this publication is to challenge certain beliefs around language learning in order to remove perceived barriers for learning English as a second language, and has been specifically designed for Spanish learners.
New headway beginner. teacher's book. 4th ed 2011 151p
This document provides an overview and introduction to the New Headway Beginner Fourth edition course book. It summarizes the organization and components of each unit, which include a starter, presentation of new language, practice exercises, vocabulary, skills work covering speaking, reading, listening and writing, and an everyday English section. It describes the language points and verb tenses covered in the course. It also discusses the organization of the workbook and additional teacher resources available, including tests, worksheets and video clips to support teaching the course.
Esl presentation
This document provides strategies for teaching English as a second language (ESL) students. It discusses using techniques like wait time, comprehensible input through visuals and context, and modifying speech. Vocabulary development is also key, with students needing repeated exposure to new words. The stages of language acquisition are outlined, from non-verbal to increased fluency. Providing interaction in a low-anxiety environment allows students to acquire a new language through meaningful communication.
Similar to Tk terrorcorrection (20)
a first attempt at UbD Lesson Plan with some comments
a first attempt at UbD Lesson Plan with some comments
Grammar Translation, The Direct Method and Bilingual Skills
Grammar Translation, The Direct Method and Bilingual Skills
New headway beginner. teacher's book. 4th ed 2011 151p
New headway beginner. teacher's book. 4th ed 2011 151p
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Tk terrorcorrection
- 3. Authentic material Written or spoken texts which a first language speaker might read or listen to. They may be taken from newspapers, radio etc. The language in the texts is not adapted or made easier for learners or the language learning process.
- 10. I goed to a movie last week Over-generalization Form or meaning?
- 11. I have ever been to Shanghai last year Form or meaning?
- 12. I saw a movie about a big sheep …It’s name is Titanic pronunciation
- 13. In a shopping roleplay: S1:Can I help you? S2: Yes. Give me an MP4 player! S1: Certainly. Here you are. S2: Thank you Is it ‘right’ or ‘wrong’? Appropriacy
- 15. Is it a ‘fluency’ or ‘accuracy’ activity? You probably can’t do both at the same time
- 20. Concept Checking 1. I've been to Paris. Have I been to Paris? 2. You should come with us. Is this mild or strong obligation? 3. He's bought a new suit: Did he buy a new shirt? 4. If I hadn't drunk so much, I wouldn't have overslept . What was the result of my drinking too much?
- 23. 3 .He's bought a new suit? Did he buy a new shirt? Irrelevant to structure Did he buy a new suit? Yes. Do we know when? No. Can we see the result? Yes.
- 24. 4. If I hadn't drunk so much, I wouldn't have overslept. What was the result of my drinking too much? Need short & simple `Yes/No' questions & answers Did I drink a lot? Yes. Did I oversleep? Yes. Why? Because you drank a lot But if....
- 25. What piece of language are the following concept questions checking? Is this about present or future? Future Is it a 100% or a 50-50 possibility? 50-50 I ...................... go out this weekend Do I think he went home? Yes Am I sure? Yes Do I have a reason to be sure? (Did he say he was going home?) Yes So he ............................ (go) home
- 26. Clue: Both answers are modal auxiliaries
- 27. What piece of language are the following concept questions checking? Is this about present or future? Future Is it a 100% or a 50-50 possibility? 50-50 I might go out this weekend Do I think he went home? Yes Am I sure? Yes Do I have a reason to be sure? (Did he say he was going home?) Yes So he must’ve gone home
- 30. Do you like marking sts’ written work? How is correcting written English different from correcting spoken English?
- 31. Abert Einstein was famous inventor of the twenty century. He were born at Germany. But he lived USA. Can you find the mistakes. How can we correct it? Correcting writing
- 32. Abert Einstein was famous inventor of sp ↑↑ ww the twenty century. He were born at adj/n s/v prep. Germany. But he lived USA. p. ↑↑