UNIT 18 ASSESSMENT TYPES AND TASKS

   

     

Through the study of this unit I learned the different ways to assess the tasks many forms including written, oral, demonstrations or performances. They may be short tasks; or long assignments. Foremost in your thinking when choosing an assessment task is its appropriateness in assessing what it is that students need to learn (learning objectives). First, an assessment means judging learners’ performance by collecting information about it. For example;  portfolios are collections of student work that typically show progress and achievements over time. Student portfolios can take many forms and frequently include self-assessment or reflective elements. Many of us hear the word assessment and think “test.” However, good assessment involves a variety of techniques.

Diagnostic Test at the beginning of a course, we give our students a test to find out what they know and don’t know. This information can help us decide what to teach and which learners need help.Placement Test when the school or teacher wants to know what level the learners are and decide what level of class they should go to.

Formative Assessment we assess our students when we want to know how well they are doing after teaching part of a course. The feedback gathered is used to identify areas where students are struggling so that instructors can adjust their teaching and students can adjust their studying. Furthermore, we have Progress Test it applies when the formative assessment is done through a test, it is called progress test.Proficiency Test is used when students want to see how good they are at a language.The contents of this kind of test are not based on a course program or syllabus. In addition, teachers assess the whole content of a course and it is called Achievement Test . Sometimes the teacher asks students to  assess one another, usually using checklists to guide them (Peer Assessment). I concluded that, sSelf-assessment and peer assessment help learners understand their language use and performance better and become more autonomous.  Finally, at classroom teacher has to consider many different things and the score  that teacher gives depends on their judgement.

Assessment Tasks:

Gap-fill (They test accuracy)

Multiple choice questions

True/False questions

Ordering

Correcting mistakes

Interviews

Conversations (They test communication skills)

Role-plays

Writing letters Writing compositions

Dictation

Projects

Portfolio

MORE RESOURCES:

1.http://ctl.utexas.edu/teaching/assessment/planning/methods

2.http://www.rand.org/content/dam/rand/pubs/monograph_reports/MR836/MR836.ch3.pdf

UNIT 17 PRACTICE ACTIVITIES AND TASKS FOR LANGUAGE AND SKILLS DEVELOPMENT

     In this unit I learned a lot of practice activities and tasks for language and skills development like controlled activities give students repeated practice in accuracy and the form of language, and allow them to make few mistakes.On the other hand, free activities allow students to use whatever language they wish in order to complete a task, activities focus on fluency,giving them opportunities to try to interact and communicate for example;dialogues, problem-solving activities, sharing or comparing ideas teacher can predict to some extent what language the student will need to use for example role plays, gap- fills, surveys. In addition, the activities, and tasks designed to give learners opportunities to practice and extend their use of language. Practice activities differ in several ways: What Skill or sub-skill do they focus on? The aims of the activity and their interaction pattern. Furthermore, the classroom climate is important. If students experience the classroom as a caring, supportive place where there is a sense of belonging and everyone is valued and respected they will tend to appreciate more fully in the process of learning. On the classroom,  teacher applies a variety of task where can integrate skills according to learner needs  fostering motivation to learn. Ideally, tasks should be challenging, but achievable asking for students  read an adventure story or play a recording where they can develop the receptive and productive skills.Finally, each lessons usually consist on a series of linked activities and can be used done individually, in pairs  or in groups or (mingling) moving around the class to discuss or find out something from one classmate after the other.

MORE RESOURCES:

1.https://prezi.com/fyfhay4r2zel/unit-17-practice-activities-and-tasks-for-language-and-skills-development/

2.http://www.finchpark.com/courses/tkt/Unit_16/activities.pdf

UNIT 16 PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES

    In this unit, I learnt  about presentation and techniques and introductory activities. First, presentation techniques are the ways used by teacher to focus learners' attention on the meaning, use and sometimes form of the new language, when introducing it to them for the first time.also, teachers use introductory activities to introduce a new lesson or teaching topic but teacher always is asking students if they got it through concept questions/checking. It consists on a  question asked by the teacher to make sure that a learner has understood the meaning of new language for example; teaching the new grammatical structure used to, using the example - He used to live in Paris. Concept question - Does he live in Paris now?; Am I talking about something definite or something indefinite? Another way to teach is by Situational presentation where teacher uses pictures or other aids to help him/her create situation. E.g., the teacher tells the students about something that happened to her one day at school. However, a way of presenting new language through a simple story or situation. The teacher may eliciting students when he/ she thinks that some learners will know a piece of language or other information, he/she asks targeted questions or gives clues to get, or prompt learners to give the target language or information rather than simply providing it to the class her/himself. In the activities pre-teaching the teacher can teach vocabulary from the text which she thinks the learners do not already know and which is necessary for them to understand the main points of a text. Finally, each lesson has warmers used to raise students' energy levels or to make them feel comfortable before the main learning of the lesson starts using realia, mine (body movements used to convey meaning without using words). They are not always connected to the topic of the lesson; e.g., they could be a quiz, game or pair work activity.

MORE RESOURCES:

1. http://www.finchpark.com/courses/tkt/Unit_15/presentation_techniques.pdf
2. http://teachingknowledge.files.wordpress.com/2011/07/pppytbl.pdf
3. https://prezi.com/favx3bysftea/what-are-presentation-techniques-and-introductory-activities/

UNIT 15 APPROACHES TO LANGUAGE TEACHING

In this unit I learnt about the approaches to language teaching, I concluded that an approach is a way of looking at teaching and learning.  An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn. In addition, the communicative approach is the best-known current approach to language teaching. For example, in the classroom teachers select  authentic materials and techniques from various approaches according to the different learning styles and needs of their learners. Most coursebooks mix methods and techniques in this way.

The Grammar Translation method embraces a wide range of approaches but, broadly speaking, foreign language study is seen as a mental discipline .The basic approach is to analyze and study the grammatical rules of the language, usually in an order roughly matching the traditional order of the grammar of Latin, and then to practise manipulating grammatical structures through the means of translation both into and from the mother tongue. The method is based on the written word and texts are widely in evidence. This approach has  particular rules of grammar, illustrate its use by including the item several times in a text, and working out through writing sentences and translating from L1 to L2.

Furthermore, short Total Physical Response (TPR) activities, used judiciously and integrated with other activities can be both highly motivating and linguistically purposeful. Careful choice of useful and communicative language at beginner level can make TPR activities entirely valid. Many learners respond well to kinesthetic activities and they can genuinely serve as a memory aid. Finally, a lot of classroom warmers and games are based, consciously or unconsciously, on TPR principles because learners learn by exposed to the language.

MORE RESOURCES:

1.http://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content/Higher_Education/Uploads/CH11_Zainuddin_3e.pdf

2.http://recursos.udgvirtual.udg.mx/biblioteca/bitstream/123456789/1433/1/The_nature_of_approaches_and_methods_in_language_teaching.pdf

3.http://www.tesol.org/docs/pdf/a-principles-based-approach-for-english-language-teaching-policies-and-practices-.pdf?sfvrsn=0

UNIT 14 LEARNER NEEDS

      I concluded that, it is not possible to meet all pupils' every need, but it is possible look for an effective learning strategies to those needs which are substantially common at each classroom. Motivational factors, the need to be motivated to learn; to expect success and progression in learning; to be confident; to expect problems to be capable of resolution; to have high but attainable goals; to recognise purpose in the learning process; to value the skills and knowledge acquired in school and to have an expectancy that these are a springboard for future learning; etc.

One of the first tasks for a teacher of a class  is to discover, validate, and classify the learning needs of the participants. This unit describes common learner needs, explains why it is important to recognize these needs at the start of a learning experience, and outlines techniques for eliciting and validating them. 

The needs of a learner represent the gap between what the learner wants to get out of the learning experience and his or her current state of knowledge, skill, and enthusiasm

Each learner is unique and brings to the learning situation his or her own different learning style, knowledge set, past experiences, and motivation.There is no single best way to gather information about learner needs. For example, in many situations, teachers can anticipate learner needs based on their prior knowledge about learners who have completed similar instructional sessions ,teachers have to take into account  how to organize to each student through the interaction patterns.(group work, pair work, etc).As a conclusion, teachers’ language and facilitation skills are important in merging their own goals for instruction with learner needs. Ideally, teachers want to meet their goals and to satisfy the learning needs of the students. For example, connect their own goals and expectations for students with those of the students themselves.

MORE RESOURCES:

1. http://web.simmons.edu/~brady/CE/Reading%202.pdf

2. http://unesdoc.unesco.org/images/0009/000975/097552e.pdf

3. http://www.urbanschools.org/pdf/understanding_ell.pdf

4. http://www.citejournal.org/articles/v7i3general1.pdf

UNIT 13 LEARNER CHARACTERISTICS

In this unit, I learnt about learner characteristics, and it includes learner´s motivation it involves the reasons that learners have for learning a language as well as the intensity of their feelings. For example, some learners only study the language because of a language requirement, while others expect to use the language in their future career.The beliefs about language learning are important because they influence how students approach language learning and the language learning strategies that they choose to use. Many language learners, for example, think that they are too old to learn a foreign language well. In practical terms, it means that the instruction for adults needs to focus more on the process and less on the content being taught. It is important to use strategies where they are interacting such as role playing, project work and discussions.However, if we compare to children and teens, adults have special needs and requirements as learners. Adults are people who have the status of maturity in their own and other people´s eyes. It could be very difficult at the beginning and it depends on individuals how to deal with this situation.Furthermore, we can expect that adults are more disciplined that some children and teenagers and are able to sustain a level of motivation. Compared to children, adults have more developed abstract thought; it means we have to choose appropriate activities adapted to use their intellects to learn consciously.All students have different intellectual abilities. They think and learn differently. Learner differences are related to different thinking styles and learning styles of students. Some of them use more than one style, but generally each person has a preferred style.Giving feedback demands skills as well as tact. We should create a friendly atmosphere for constructive feedback. After giving feedback, we should check that the learner has understood the message by asking open-ended questions. Avoid closed (yes, no) questions, for example, Have you understood? It is better to begin questions with “Tell me”, “ How”, or “Why”.The fact is a lot of teachers overestimate the quantity of feedback they give. To avoid it, try to find ways to offer every learner some feedback in every lesson. As teachers of adults we should minimise the bad effect of criticism although there are a lot of possibilities for misunderstanding because without feedback students cannot learn and teachers do not teach. Communicative activities that get students involved is very useful and makes the learning experimental. This includes e.g. small group discussions, role play, writing or drawing something specific, skits etc. Activities that involve getting up and moving about can also keep students energized. Try to use a variety of teaching materials and methods and do not forget individual differences of your students (differences in style, time, types and pace of learning). It is known that individual differences increase with age. Take into account that your students have a lot of life experience which they can bring to the classroom, provide them as much opportunities for dialogue as possible and ask open-ended questions so that they can use their knowledge and experience.In conclusion, teaching techniques should be chosen with regard to needs of all learners. We should consider what approach and methods seem to be appropriate for our students. We have to respect our students different learning styles, we should encourage them, motivate them and give them a proper feedback. 

MORE RESOURCES:

1. http://www.citejournal.org/articles/v7i3general1.pdf

2.http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205535488.pdf

UNIT 12 DIFFERENCES BETWEEN L1 AND L2 LEARNING

     

   Second language( L2) learners bring knowledge of the world to the task of learning new ways to talk about the world. First language (L1) learners receive hours of naturalistic exposure to language from caregivers who scaffold their development. 

The unit focused on the differences between the acquisition of first and second languages. In first language acquisition children are acquiring knowledge about the world at the same time that they are acquiring language.

   Exposure to the target language for second language learners varies, both in quantity and in quality, depending upon the context. Children are motivated to become native speakers of the language spoken around them. As teachers take into account the outcome of second language learning depends on age, input, L1 and L2 proximity or distance, motivation,expectations, individual differences in memory, in personality, etc.

   Some of the differences between first language and L2 acquisition are intrinsic and cannot be avoided; some are, so to speak, accidental in that they vary according to the circumstances in which L2 acquisition takes place, in particular inside or outside a classroom. 

   Finally, L1 acquisition has seen continual controversy over the links between language development and social and cognitive development it attempts to isolate language from other cognitive systems. To them the controversy concerns maturity of the language faculty itself, whether it is essentially the same from birth, just requiring language experience or exposure.

LINKS: 

1.http://eslprofessionaldevelopment.wikispaces.com/Second+Language+Acquisition+-+Learning+in+L1+and+L2

2.http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1&L22008.htm

UNIT 11 THE ROLE OF ERROR

     In this article , I reflected on error in foreign language teaching especially in english are the cases which are difficult enough to avoid . Many aspects that can cause the learners of english as a foreign language make errors . These aspects are interferance, overgenalization, strategies of communication and assimilation .

      

    So, it is essential to define a few terms that teachers have to know  the overgeneralization generally involves the creation of one deviant structure in place of two regular structures , for example , “he can sings”, “ We are hope” , “ it is occurs”. Also, there are interlengual error it occurs when the learner´s L1 habits ( patterns , systems or rules) interfere or prevent him/ her , to some extent , from acquiring the patterns and rules of the second language . According to Brown (2000) , “ Fosilization is a normal and natural stage for many learners “ it happens for various reasons , often related to the kind of motivation  a learner has .

    There are many factors that the teachers need to carefully  consider. They must make judgements in different situations and use experience to treat errors properly at the right time and purposes. For example , while students are focusing on meaningful communication , it is not the right time to interrupt , but it would be more productive to do error correction while they are having linguistics drills in which they are attentive to the accurancy and teachers should focus on only a few major errors at a time ( such as subject , verb agreement or tenses) and teachers can reformulate the mistake by repeating in a correct way.

   In conclusion, as teachers of english as a foreign language , we should improve the way we teach to reduce the errors which are always made by the learners. For learners , error analysis needed to show them in what aspect in grammatical structures , vocabulary (lexis) which is difficult for them, whereas for teachers , it is required to evaluate themselves whether they are successful or not in teaching.

More resources:

1.The role of error analyses in Teacher Development - Ingrid Sapire

2.ESL Error Correction Techniques

UNIT 10 EXPOSURE AND FOCUS ON FORM

   

     

     The purpose of this general overview article is to outline how foreign languages are learnt. We do not learn a foreign language best through learning grammar and translating. Nor do we learn by constantly practicing until we form habits or just by communicating. We learn by picking up language, interacting and communicating and focusing on form.

     In addition to using English themselves, learners need lots of exposure to English being used for example listening to and reading a good range of text types, both spontaneous and planned language. These activities will give learners opportunities to interact and  use  English for themselves. We also saw how you could build up a set of tasks based around one theme. One task might become the ‘target' task, or main task; others might be used at a Pre-task/Priming stage, to activate vocabulary in preparation for the main task. Teacher talk and teacher-led tasks on text-book topics.

     Tasks based on listening and reading texts provide really useful input. Listening is especially vital for beginners who need lots of input before they are expected to speak (silent period). Also, It shows how teachers can increase learners' exposure to natural English.Learners love hearing about their teacher's personal experiences and opinions and this kind of teacher talk forms valuable spontaneous input that learners will acquire from naturally.

     As a conclusion throughout this article, I have tried to show how, in a task based approach, the focus is on learners learning language through using and experiencing it themselves, rather than teachers teaching language. 

MORE RESOURCES:

http://www.slideshare.net/albertamaro/exposure-and-focus-on-form

http://www.slideshare.net/verolopezmartinez/second-language-learningclassroom

UNIT 9 MOTIVATION

     In this unit I familiarized with the language teaching in order to be successful in learning a foreign language, three factors have to be taken into account: the first one is motivation, the second exposure and the last one is usage. But what is motivation, and how does it help during the learning process? According to the TKT book (modules 1,2 and 3) “Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turn our wishes into action.” So it means that motivation is what inspires people to do something in order to achieve a goal. 

      There are theories of motivation, some of the most known are the behavioral, the cognitive, and the constructivist. According to the behavioral point of view, motivation is the anticipation of a reward in which individuals are inspired to get a positive reinforcement. Douglas Brown, in his book entitled Principles of Language and Teaching fifth edition (2007), says that "behaviorists see motivation subordinated to external influences, such as” parents, teachers, peers and educational requirements. 

     Learners could be intrinsically or extrinsically motivated. A learner is intrinsically motivated when the inspiration comes from an internal desire, in this case, to learn a language. For example, it could be for an integrative purpose (the desire to integrate into the target language culture) or just because the learner is encouraged to learning languages. An individual is extrinsically motivated when the inspiration is external, it means when there is an external prise, such as money, acknowledgement, prizes, grades at school, promotion at work etc. for example: some people get motivated to study English to get a better position in the company they work for. 

     Sum up, language teachers need to be aware of the importance of motivation in language learning, so when they plan their lessons they have to think about activities and strategies that motivate learners and make them enjoy the language process. Educators also have to encourage students to be autonomous. To do this they need to be good motivators, this is really good, especially, for those students who need extrinsic motivation.

LINKS:

1. https://www.youtube.com/watch?v=s9yOOwGYYfU

2.http://www.slideshare.net/verolopezmartinez/motivation-42108899