Finding a model of effective teaching for ESL

Key competencies - communication in a foreign language Key competences are a multifunction package, transferable knowledge, skills and attitudes which all individuals need for personal fulfillment and development, social inclusion and finding a job. They should develop by the end of compulsory education and to act as a foundation for learning, as part of lifelong education. The second area of key skills is communication in a foreign language. This includes the same general skills as mother tongue: is the ability to understand, express and interpret thoughts, feelings and actions, both orally and in writing (listening, speaking, reading and writing in an appropriate range of social contexts ! at work, home, education and training ! according to individual desires or needs. "ommunication in a foreign language also uses the mediation skills and cultural understanding. The performance will vary between the four dimensions in different languages and according to the linguistic heritage and the individual. (#uropean "ommission $Key competences for lifelong learning #uropean frame of reference, %ovember &''( e )anguage skills in view of #* ! #uropean )anguage +ortfolio The primary objective of studying foreign languages in secondary schools by buying and developing students, communication skills you need for ade-uate situational . accepted socially by ac-uiring the knowledge, skills and attitudes specific, in accordance with the $/mplementation of$ #ducation 0 Training &'1' $programs$ (&''2 , at levels e-uivalent to those provided in the "ommon #uropean 3ramework of 4eference. 3ollowing the decision of the #uropean +arliament (&&(1.&''(.#" , #uropean )anguage +ortfolio (#)+ is promoted and the #uropass, a single #uropean transparency of -ualifications and skills, to include the #uropean )anguage +assport as one of the #uropass documents, for : one to facilitate labor mobility in #urope underscore the value of learning a language an aid to understanding inter!cultural 1

a foster mutual respect and tolerance The main objectives of the #uropean )anguage +ortfolio (#)+ : 5 enhancing the communicative purpose of language learning 5 fostering a culture of lifelong learning, lifelong 5 promoting multilingualism 5 encourage reflection on learning and self!assessment, individual learning support (autonomy f language proficiency and other related competent 5 )anguage skills: $ability to formulate and to interpret and correct grammatical sentences composed of words taken in their ordinary meaning, ie meaning that it confers are speakers ! users of that language as their mother tongue, regardless of any context.$ (6an #k, 78, p.29 . 5 socio!linguistic competence $consciousness of how the factors such as environment, establishing a relationship between speakers, etc. to communicate intent., "ondition the choice of forms of language, mode of expression.$ (6an #k, p.(1 . 5 discursive competence: $ability to use appropriated strategies to build and interpret texts.$ (6an #k, p.(9 . 5 socio!cultural competence: essential, 6an #k (p.:2 , to use properly and a foreign language, and is therefore a prere-uisite for $expanding student communication beyond his own mother tongue.$ 5 ;ocial "ompetence which involves the $willingness and ability to engage an interaction with the other$ and that is different from other aspects of foreign language learning to the extent not so $focused on language as the student,s personality.$ (6an #k , p.:9 . 5 The most important remains of the competent $strategic competence$ (6an #k, p.(' which is defined as that more general cognitive ability designed to intervene in various search for solutions to concrete problems. ;trategic competence of any student will be therefore a continuous bridge between native language and between languages. g general communication skills in a language derived from the < key competences for lifelong learning &

5 8bility to understand, express and interpret thoughts, feelings and facts, in writing or orally in a foreign language (listening, speaking, reading, writing , a socio!cultural diversity in the needs or desires Topic 5 ;kills for intercultural understanding, cultural expression and mediation h general competencies of language programs for grades 6!6/// ()1!)& 5 +erception of oral messages 5 +roduction of oral messages 5 4eceiving messages 5 +roduction posts 5 6alues and attitudes "ommunication in a foreign language facilitates mobility and exchanges, contributing this way to mutual understanding and strengthen cooperation, the aim of improving communication between citi=ens, becoming an ideal education for teachers of foreign languages. >ethods of teaching . learning, which promotes democratic citi=enship helps young adults to ac-uire knowledge, skills and attitudes they need to be more independent in their thoughts and actions in order to become more responsible and more cooperative relationships with others. 5 The skills are all knowledge, skills and characteristics that enable a person to perform certain actions. 5 ?eneral skills are not their own language, but they are re-uired by the activities of all kinds, including communication activities. 5 "ommunication ;kills linguistic competence that allows a person to act, especially using linguistic means. 5 "ontext refers to the multitude of events and situation parameters (parameters as mean and others both for the internal (self , as well as external order in which acts of communication fall. 5 communicative activities involving the exercise of linguistic communicative 2

competence in a specific area for reception and . or production of one or more texts to achieve a pregnancy. 5 communicative process refers to a neurological se-uence of events as =iologice participating in reception and production of oral and written texts. 5 any se-uence is called discursive text (oral and . or written entered into a specifi c field of activity, be it as support or purpose, be it the product or process, is the occasion of a meeting during a communicative activity tasks. 5 +rincipal designate major sectors of social life involved social actors. educational, professional field, the public and the staff. 5 The strategy is any concatenation organi=ed, goal oriented and regulated operations chosen by an individual, a task set for himself or who have to deal with. 5 +regnancy is defined as any action directed towards a goal, considered a social actor ind needed to be able to reach a given result in terms of solving a problem, honoring a bond, or an objective. class newspaper. $The use of language, including learning it includes a number of actions performed by persons who, as individuals and stakeholders, develop a set of general skills, but mostly, communication competence based on the exploitation of linguistic resources. They use powers in various contexts and conditions, conforming to various constraints to achieve communicative activities that allow the reception and production of texts on various topics on specific areas, applying appropriate strategies most appropriate for given tasks. $ ("ommon #uropean 3ramework of 4eference for )anguages ! learning, teaching, evaluation 3oreign language teachers now have to build paths and teaching in strict accordance with the needs, motivations, characteristics and student resources. This means learning to adapt content to student interests respecting learn to practice and situational needs of communication, of the age and knowledge. The teacher himself must know the proper teaching methodology and resources to give students access to: textbooks, reference (

works (dictionaries, grammars, etc.. , 8udiovisual and computer resources (hardware and software Teachers must start with the analysis of existing school documents (manual, workbooks, sheets in the construction situation of learning . teaching setting with maximum clarity and precision real and realistic goals and methods in communication skills training in a foreign language. /n order to build appropriate competencies needs of each student. Competency training to use a foreign language teaching - learning /ndividual student,s general competence is mainly based on knowledge (;avoirs, knowledge , skills (savoir!faire, skills , existential competence (savoir!@tre, existential "ompetence and the ability to learn (savoir!8pprendre, 8bility to learn . Linguistic communicative competence )inguistic communicative competence can be considered to be composed of several parts ind components: linguistic, sociolinguistic component and pragmatic component. 5 )inguistic competence includes knowledge and skills lexical, phonetic, syntactic and other dimensions of the system of language, sociolinguistics value independent of its variations and pragmatic functions of its achievements. This component, considered in terms of communicative competence of a given social actor, is directly connected not only with the scope and -uality of knowledge (ie phonetic distinctions in established or scale and precision of vocabulary , and the organi=ation of cognitive and memory storage mode such knowledge (eg, associative networks of various types, in which the speaker includes a lexical item and their accessibility (application memory and availability . #xplicit knowledge can be conscious or not (for example, a perfect mastery of phonetics . Argani=ation and their availability varies from individual to individual, and in terms of one and the same individual, variations have an internal nature (eg for a plurilingual person organi=ation and accessibility of knowledge depends on the varieties which are plurilingual competence . /t can also display cognitive vocabulary 4>8 that organi=ation, storage, etc. locuBiunilor. C

depend on a number of factors, including cultural characteristics of the community (communities , the actor sociali=ation took place and its various learning experiences. 5 ;ociolinguistic competence refers to the sociocultural parameters of the user language. ;ensitive to social rules (formulas of address and politeness, regulating relations between generations, sexes, classes and social groups, ment coding language fundamental to the functioning of the many rituals of a community , sociolinguistic component strongly affects any communication between representatives of different cultures, even whether participants in the "ommunication could be is often not knowingly. 5 pragmatic competence refers to the functional use of language resources (achieving communicative functions, speech acts , based on interactional exchange schemes or descriptors. /t also sends the speech skills, cohesion and coherence of, to identify the types and kinds of texts, the effects of irony and parody. /f pragmatic competence, the major impact of interaction and cultural environments within which the capacity of its kind, is more prominent than in the linguistic competence, so it is not at all appropriate to insist on this. 8ll categories used in this paper aimed characteri=ation areas and types of skills, which they integrated a social actor, namely: representations, mechanisms and capacities, whose reality is seen as a cognitive explanation of observable behaviors and achievements. 8t the same time, any learning process will facilitate the development or manufacture these modified internal representations, mechanisms and capacities. %ew 8spects methodical in their communication to the #;) language

?eneral powers of language programs for grades 6!6/// ()1!)& communication activities in the teaching learning process 5 4eception 5 receiving oral messages 5 +roduction of oral messages 5 production 5 4eceiving messages 5 reception 5 +roducing posts 5 production :

5 6alues and attitudes ! ! 5 interaction 5 translation and interpretation ! 5 mediation )ike procedures, reception communicative activities (oral and . or written and production (oral and . or written are of course of paramount importance because they are essential for any interactive activity. The reference for language learning: teaching ! learning ! evaluation highlights 8. /nterception activities that involve reading the plan involve a focus on text and support. >ultiple forms of learning (understanding of course content, consulting textbooks, reference works and documents Two. +roduction activities play an important role in many learning activities. They have a special value because they can include hand written forms of expression, speech in the real Three. /nteraction in which at least two actors exchanging oral and . or written production alternates with reception, that actually syncs in oral communication. )earning to interact means strengthening the powers of perception or production of utterances. /nteraction facilitates interactive activity, and thus student centered learning. 3our. >ediation as a form of written and . or oral allow through translation or interpretation, the summary in writing or storytelling, producing a (re formulations or reorgani=ation of the source text. "ommunicative activities mediation prominently in project!based learning, implicit in the language classes. Areas The reference for language learning: teaching ! learning ! evaluation introduces another new parameter in the description of language learning such as: field. /dentifies four major sectors: public, the professional, educational and personal domain. 5 The public domain interested in learning foreign languages in school, similar expressions for the importance of interaction in trade, in the ownership of specific vocabulary (commercial and civil relations, public services, activities cultural and entertainment activities in public places, media relations, etc.. . D

! The person covers both family relations and trade as the interaction of individual social practices. 3ield staff is focused on family, friends, classmates and teachers and neighbors. /t also engages in actual individualE 5 professional field includes activities related professions and the importance of having a specific vocabulary for interaction, mediation and to practice 5 3ield education is a specific institutional context of training. /mportance of having mass specific vocabulary is necessary lifelong learning as learning and training activities and self!training, the skills and knowledge is achieved by the individual to perform successfully in the labor market. &.1.C Tasks, strategies and text Teaching learning process involves carrying out tasks that are communicative in nature only because they are declarative, and applies throughout a learning activities are written or oral. They re-uire certain teaching strategies of the educator, and implementation strategies from the learner (through reception, production, interaction or mediation . 8lso supports text. 4eport of the strategies, task and text depends on the nature of the task. /t is essentially communicative in nature, ie activities that re-uire them, are primarily communicative activities and strategies of activities (eg reading and commenting on a text, to fill the blanks in a exercise, make notes after a summary statement . +regnancy may include only a communicative component, ie activities, which re-uire only part of communicative activities and strategies used are primarily those related to other activities (eg cooking a recipe as indicated . >any tasks can be met without recourse to communicative activities, in these cases, the activities involved are in no way related to language, but the recognition of symbols. ;ymbols transcription in that language, but they are universal. 8n example of creating web pages or electronic application without adding emoticons and words. 8 new aspect mentioned in the "ommon 3ramework of 4eference are parameters that relate to learning a foreign language, which / will describe below as such: /t has long been recogni=ed that the use of language re-uirements vary considerably <

depending on the context in which it is used. The external circumstances there aemenea learning: ! Fhere and when they occur (pre=entiala learning consists of areas of class, study conditions, ergonomics, proper scheduling, the number of hours appropriate, online learning is not dependent on place or time, but gives freedom and learner autonomy ! The institutional framework and the role of student in the frame ! Guman resourceE ! 4esource materialE ! #vents that occurE ! Aperations performed by actorsE ! ;upports learning and their accessibility to students. 5 material conditions a for oral speech: ! "larity of pronunciation (diction E ! 8mbient noise (trains, planes, atmospheric disturbances E ! /nterference (packed streets, markets, cafes, parties, discos, etc.. ! Histortion (bad phone lines, radio reception, sound systems E ! Feather conditions (wind, cold, high, etc.. . b for writing (writing : ! +oor print -ualityE ! ;cratchE ! +oor lighting, etc.. 5 social conditions ! %umber of speakers and the degree of familiarity between themE ! 4elative status of participants (power and solidarity, etc.. ! +resence . absence of public or persons indiscreet ! The nature of relationships between participants (eg, friendship . enmity, cooperation E 5 time constraints ! Hifferent constraints for speaker and auditor (real time or script reader (lean E ! +reparation time (for speech, reports, etc.. 9

! )imits on the time allowed for speeches and interactions (eg, rules, costs suffered, events and concomitant responsibilities assumed etc. 5 other constraints ! 3inancial stress (test situation etc.. "apacity of any speaker, and especially of a student and applied to communicative competence depends largely on the conditions be said that communication occurs. Aften, some languages use children registered laboratories from other children whose level of distortion and disruption would be acceptable if it,s a visual document that seriously impede learning. Therefore teachers should carefully consider electronic video and audio to ensure the clarity and effectiveness. >ental context of students The situational context is organi=ed in a manner completely independent of the individual. 3oreign +olicy is interpreted and filtered by the user according to the following features: ! +erceptive apparatusE ! >echanisms of attentionE ! #xperience of time affecting memory, associations, connotationsE ! +ractically classify objects, events, etc..E ! >other tongue language classes. These factors inflfuence the user perception of the context. /n addition, mental perception of external framework provides the context for the act of communication since the user attaches a degree of relevance. 3or example: ! /ntentions that determine communicationE ! 3lux of thinking: ideas, feelings, sensations, impressions, etc.. coming into consciousnessE ! #xpectations, in light of past experienceE ! 4efl poisoning effect on the experience of mental operations (eg, deduction, induction E ! %eeds, desires, motivations and interests that cause the transition to the 8ctE ! "onditions and constraints that limit the choice of actionE ! >ood (fatigue, excitement, etc.. , Gealth and personal -ualities 1'

! H ficientele due to various handicaps and their grades (.1.C mental context of the interlocutor (or interlocutors /n an act of communication must take into account and the interlocutor. The need for communication involves a $communication gap$ that we could still choose to fill due to partial overlap or congruence between the user,s mental context and mental context of the interlocutor. /n a face to face interaction, the user language and interlocutor share the same situational framework (if we except the crucial element is the presence of the other but, for the reasons stated above, the perception and interpretation of this framework by them differ. The ! and often all or part of the function ! an act of communication is to expand the field of coincidence and understanding of the situation in the interest of effective communication to enable students to achieve their goals. There may be an exchange of factual information. "il more difficult to overcome the differences in beliefs and values, customary practice of social expectations, etc.., *nderlying different interpretation of the interaction between the parties, unless they have not developed an ade-uate intercultural awareness. /nterlocutor (interlocutory may be is subject (subject of part or all conditions or constraints other than the user . student and to react differently. 3or example, an employee who uses a public address system may not reali=e the poor -uality of his product. Huring a call, one party can have time to waste, while the other is expected from a client. These differences /%3) uenBea=I strong pressures on the user.

)/%?*/;T/" "A>>*%/"8T/A% 8"T/6/T/#; 8%H ;T48T#?/#; /n order to accomplish the tasks of communication, language users should be involved in linguistic communication activities such as speaking, writing, hearing or reading a text. $;trategies are the means used by the user of language and balance to mobili=e its resources and to apply certain skills and operations to meet the demands of communication in a given situation and the task successfully in the most complete and most economical ! precisely according to his purpose. $ 11

Fe can look at using communicative strategies as an application of metacognitive principles: +re!cation planning, execution, control and remediation of various forms of communicative activity: 4eception, /nteraction, +roduction and >ediation. "ommunication in teaching foreign language involves learning 5 oral expression 5 express in writing 5 comprehensive oral speech 5 "omprehensive written texts The emergence of electronic and multimedia involved introducing a new type of reception of messages Jroadcast reception This may be possible in the pursuit of footage, videos, +ower+oint presentations, "H4A>, music. 8udiovisual production This involves skills and knowledge of making podcasts, videos, +ower+oint, use the conversion programs in film, or reproducing of sound on your computer, webcam and making use of videoconferencing. 8c-uiring new skills in a foreign language Jut important to achieve a complete teaching and learning activities, is the teacher to consider a wider range of competencies described in the reference to "hapter :: ?#%#48) +AF#4; Knowledge ?eneral knowledge (world knowledge ;ociocultural knowledge /ntercultural awareness ;kills and abilities +ractical skills and abilities 1&

;kills and intercultural skills #xistential competence )earning ability )anguage and communication awareness +honetic awareness and skills )earning skills ;kills heuristic (discovery "A>>*%/"8T/A% ;K/)); )anguage skills )exical competence ?rammatical competence ;emantic competence +honological competence ;pelling competence that "ompetence ortoepicI ;ociolinguistic competence /ndicators of social relations 4ules of politeness #xpressions of popular wisdom Hifferences register Hialect and accent +ragmatic competence Hiscursive competence The functional "urriculum objectives and assessment $To accept the idea that educational curriculum does not start, does not end, nor limited to the school, is to admit that the development of multilingual and multicultural competence can begin before or alongside schooling: through experience and education in family history and contacts between generations, due to travel, expatriation, emigration, in the most general due to its multilingual and multicultural environment 12

from or passing from one medium to another, but also through lectures or media relations. K This observation is very trivial, but there are other, namely: that the school is far from always consider this. Forth, so the trouble to consider the school curriculum as part of a broader curriculum, but as a part of whose function is to provide students with: ! 8 multilingual and multicultural repertoire initially different (the two examples above scenarios suggest several possible ways E ! 8 better conscience, knowledge, confidence both in terms of their skills and ability and the means available, within or outside the school to expand and improve these skills and implement them in areas specified that. 4egarding the curriculum, and the implications of the evaluation, and even certification that the contents of this chapter aims to demonstrate that the major objectives now moving or at least, become more complex. Abviously, it is important to %#8;" defined content and progress levels, taking into account only one dimension considered a priority (linguistic or notional!functional, for example or striving to deal simultaneously with all the learning of specific language. /t is e-ually important to distinguish the components of a multidimensional curriculum (especially considering the different dimensions that distinguish reference frame and how differentiated evaluation is also important to turn to devices that learning and certification modular allowing, in synchrony (at a time of learning phase or in diachrony (the differentiated stages along the route , development of multilingual and multicultural competence and recognition of the $geometry$ variable (ie, whose constitution and confidential guraBii varies from person to person and change the time for the same individual , but describable as such in their parts. Thus, in terms of school curriculum of a student, if it refers to scenarios outlined briefly above, it becomes clear that it is useful and advantageous to implement modules important short cross involving different languages. ;uch modules $translingve$ may, in particular, relate to different ways and learning resources, modes of operation of school, misunderstandings in intercultural relations. They would strengthen the overall coherence and transparency the fundamental underlying curricular choices and would, no doubt, to improve the 1(

general structure of the descriptive scheme. /n addition, a modular approach to certification would allow books to reserve a seat in an ad hoc manner, a specific assessment of multilingual and multicultural management capabilities that you just mentioned. >ultidimensional and modularity is as key notions like an introduction to the book argued diversification of language in curriculum and assessment system. The reference, by the very structure of it, may by groups that mobili=e, to point out directions for such a modular organi=ation and multidimensional. Jut progress is possible, namely the inevitable implementation of projects and experiences in the educational context and in other contexts. K ("hapter <: Hiversifying language and curriculum 8ssessment issues. communicative competence in the language reference for an evaluation using evaluation criteria based on different ways of approaching the evaluation process. The term $8ssessment$ is used for the purposes of estimating the powers of language use by the user. #valuation is a broader term than the control but in a foreign language curriculum, effi cacy education, return to teaching materials or methods, student performance assessment for any discussion, are considered three fundamental concepts: validity, reliability and feasibility (practicality . 5 The reference addresses the concept of validity is $so far as can be shown that what is actually tested (hypothetical concept, we construct, the construct is what the context is relevant to be evaluated and that information collected is create an accurate picture $ 5 4eliability is the unit that we get same ranking of candidates in the following two claims (real or simulated of the same samples. 5 feasibility assessment is an essential element of performance. /n this respect, appreciation and evaluation of knowledge and skills should take into account all the circumstances and experiences outside these knowledge and skills are ac-uired. 8 draft +ortfolio (#uropean )anguage +ortfolio , which allows an individual 1C

record and present the different aspects of her biography his linguistic communication, is a beginning to this. /t is, in fact, to enter into it, not just books or validation certificates cial officers obtained a learning or other languages in the education system, but the official record and experience less cial contact with other languages and cultures. Jut we note, to insist on coordinating school curriculum and curriculum existential, that, when assessing the achievements of foreign languages at the end of environmental education would be useful to try a multilingual and multicultural competence assessment that such and to be defined soon %#8;" profile of $graduation$ carepoate create some variable combinations, only use one default language level of basic time and, if appropriate, in other languages. 4ecognition of $official$ skills can be considered a partial beginning to this (would be very useful as the most important international certification books also focus more decisively on such a path, for example, by releasing documents that for each current certification of the four powers taken separately: oral speech comprehension . oral conversation, comprehension of written texts . written expression . /t would be also useful to consider and to validate a multiple jurisdictions as such, the #"T8 refl ability to juggle multiple languages and many cultures. Translation (or summari=ing of a second foreign language in the first foreign language, participate in an oral exchange multilingual interpretation of a cultural phenomenon in relation to another culture are some of interaction and mediation activities (within the meaning given that term here that their belong in actual practice. /n many ways, certification books should also allow evaluation and to value that both multilingual and multicultural ment of profits, as well as management capabilities that repertoire. ("urrent /ssues in the development of language skills of students and the teaching! learning!assessment study of #nglish, %icolin "atalina ;cientific 8dvisor: +rof. *niv. Hr."reBu 6erginia, &''9 Jibliography 5 The great dictionary of neologisms, 3lorin >arcu, ;aeculum +ublishing, &''' 1:

5 ;mall #ncyclopedic Hictionary, ;#, 19D<, Jucharest., +.&&' and H#L, #d.8cad., +cs., 19DC p.1DD 5 +errenoud, +h., ),ecole des "onstruction des competences, +aris, #;3, 199< 5 G.;chaub, K.Menke, &''1, Hictionary of +edagogy, +olirom, p.(& 5 %"6N!%ational 6ocational Nualifications and "urriculum!in 6."hiO, +edagogy ;kills, p.12: The overall objective of our research was to identify a model of teaching for teachers, by whose application to facilitate students, understanding of knowledge transmitted. Objectives 1. frame analysis programs that study modern languages, #nglish language, /nternet!based formative cycle gimna=ialdactic &. analysis programs of study related books 2. planning analysis and design elements with the theme prepositions teaching emphasis and introduction into teaching C!: grade /nternet!based programs (. formative role in the development programs of the students, language skills C. remedial teaching role in correcting and remedying errors of assimilation of #nglish for non 8nglophone subjects Specific objectives a. To identify the weight given to understanding knowledge transmitted during teaching students. b. To check if the lesson plan designed to meet the teaching and learning (in class c. To determine the particular steps to promote understanding teacher and message . speech teacher by students. d. #stablishing benchmarks and methods of pedagogical and linguistic development of students compet 1D

e. Hetermination of potential formative training programs teaching skills in order to assimilate language skills in #nglish language classes f. /dentify resources pupils, language skills g. ;ubstantiation methodology for developing language skills in 3rench on the use of remedial teaching in #nglish h. #xperimental validation of methods based on remedial teaching in developing pupils, language skills esearch issues Fhat is the potential of integrating formative remedial teaching programs on students, language skills Subject research The development of language skills of students in class on the use of formative and summative evaluation tests of errors in the learning and application of remedial teaching conjucntiilor esearch purposes #stablishing benchmarks methodological development of language skills on teaching remedial use Assumptions *nidirectional research hypothesis was: pupils, language skills development methodology based on the use of formative educational programs that integrate remedial teaching will be effective if there is a positive correlation between message construction and understanding the teacher teaching students the knowledge transmitted.

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1. Huring the lesson, do not give enough importance to understanding the process of knowledge transmitted students. &. There are differences between developed lesson plan and what is done effectively in the classroom. 2. *nderstanding message . speech teacher is subject to certain features of the steps taken by the teacher and teaching throughout. (. Hetermining the formative potential of remedial teaching in consolidation method of operation items correct #nglish across all four relevant C. /dentify current contexts and results of using such a method The research of the topic ;tudy theme in foreign literature: >arisa "onstantinidis T#;A) #;) #vridiki Hakos "an ?ul 4ussell ;tannard 7ames, 4eily Geike +hillips The study theme in 4omania 8fter analy=ing these theories and approach issues in 4omania, the objectives are: ! Heveloping an exercise book to remedy eroirlor use and language ac-uisition Theoretical sources 5 "onstructivism 5 )earning full 5 Teaching #;) and T#;A) 5 +roblem Jased )earning 5 4emedial Teaching 19

The research methodology ///. 4esearch >ethodology The target group is students in sixth grade, middle school at high school and forced us to consider the dependent variable ! understanding and raised a number of independent variables specific to this class: differences in age, level of procurement cycle education, urban school of origin, whether or not modern means in foreign language teaching at school level, non!8nglophone origin of subjects. The aim is the solutions identified in a model consisting of understanding, and the effects of its implementation can be measured by analy=ing the impact on the students, the ultimate beneficiaries of this approach. )ot of subjects, randomly sampled were represented by a number of &2 students from class 6/ of schools, four year study level )1. /n determining criteria for selection, we considered the independent variables specific to students: a different agesE b different levels in schoolE and dependent variables: c the same level of studyE d the same school e the same city b 8s / said, lesson plans and tests administered were different. Af the total number of tests, about half are made. /n many situations, ne.ales. 8fter school study documents (curricula, syllabi, annual and -uarterly planning calendar , the first stage of research, / applied two sets of tests students: the theme !redictive test " &'

#est !aper

1. Fill in the blan$s with the prepositions at, in or on to express place: 1. %obody was..... home. &. Gis flat was ....the third floor. 2. Ge lives.....:& Jerkeley ;treet. (. >other is not ..... the kitchen, she must be ....the garden. C. Fe stopped .....the bottom of the hill for a rest. :. They walked....beach for a long while. D. They saw a good film .....3riday. %& Let's meet again &&&&&the (st& 9. ;he hears a lot of noises....night. 1'. 7ulie often goes to concerts.......3riday evenings. &. "hoose the right word to fill in the blan$s: about P on 1. ;he has a lot of books.....chemistry. &. Fe have read..... this discovery in a newspaper. around P about 1. The children danced..........the snowman. &. ;top fooling ..........with that knifeQ away P far 1. There are some some clouds.......in the sky. &. There is an inn a few miles.......from here. 2. Choose the correct preposition: / was wearing a silk dress belo)* underneath my raincoat. There is a picture above*over the fireplace. &1

Rou can do this job below. under an hour. +& Choose the correct preposition: 1. Ge is swimming on* in the river. &. The plant is at* on the table 2. +lease put these apples on* in the bowl. (. )ucy was standing on* at the bus stop. C. *nfortunately, >r Jrown is in* on hospital. #est corrective "", #ES# !A!E /.3ind the mistakes in these sentences. ;ometimes no prepositions is needed: 1. 8t the end we decided to go. 1. ........the end we decided to go. &. 7ane was in the wedding. &. 7ane was.........the wedding. 2. They arrived to +aris without problems. 2. They arrived........+aris without problems. (& / went to Jarcelona for visit a client. (. / went to Jarcelona.......visit a client. C. ;he sat in front to us. C. ;he sat in front......us. :. / counted them one to one. :. / counted them one......one. &&

D. 8part of this, everything,s fine. D. 8part.......this, everything,s fine. SSSS <. / saw a good film in T6. <. / saw a good film.........T6. 9. Tonight there,s a film of +aul %ewman. 9. Tonight there,s a film......+aul %ewman. 1'. Fe went to a restaurant at my birthday. 1'. Fe went to a restaurant.........my birthday.

//. 3ill the gaps with the correct preposition: 1. The woman is looking........her laptop. &. >ark is sitting........small chair. 2. There is a bridge .......the river. (. >unich lies C2' meters ........sea level. C. Fe are going.......holiday next week. Fe chose this topic because the high level of abstraction re-uires mastery of knowledge transmitted from the teacher, given that students find it difficult to understand concepts and apply them. Fe then proceeded to analy=e their content to identify errors made by the teacher to facilitate the understanding of knowledge transmitted: whether or not they studied the curriculum content, if formulated correctly, or not, examples, if correctly discriminate prepositions and their form, their number, the strategies used during testing in solving exercises, comprehensive re-uirement statements. predIrii.8m considered relevant for our errors and centrali=e their grouping and &2

test structure areas respecting "onsecrated dificulktate level of re-uirements. ;ince modern #nglish language belongs to the domain and belongs to the key competencies ! use a world!wide movement straiane languages is clear that the predominant cognitive domain was analy=ed. /n this category, / then proceeded to inventory the general errors and their fre-uency specifice.a (verbs and their inclusion in the appropriate level of Jloom,s taxonomy as mental transposition from #nglish to 4omanian calchierii when the task involves solving This component reprsente what the rcepteur or rceptrice, what he does and what he knows. The rcepteur rceptrice or has knowledge of the language and the world. Knowledge reprsentent cognitive structures that will influence its overall comprhension exercise and particularly the stain. Knowledge in reading, are about phonological (the phonmes his own language , syntax (word order in sentences , semantics (the meaning of words and their interrelations, vocabulary and pragmatic (practical . >oreover, his attitude ?nrale, his tastes, needs and perception of self in a learning situation will emerge in its comprhension. This emotional aspect is as important as the si=e of his knowledge of the language and the world. as tools facilitating the process of understandingand activation complex, simultaneous and permanent about the lesson, >ay involve many operations re-uiring student thinking: 5 *nderstanding literal understanding of the sounds, words, sentences and the links between sentences or words. o 4eception: you can hear soundsE be aware. o Hiscrimination: learn to distinguish sounds and what they meanE distinguish messages prepared messages that contain natural redundancies, errors, disruptions of syntax, phrases and ideas incomplete, overlap between the activities of partners and interlocutors, etc..E identify the different registers of language and the different accents that are most &(

obvious in spoken and written ()anguage registers E become sensitive to cultural differences in nonverbal communication. 5 *nderstanding interpretative or inferential: making sense of the message heard. o *nderstanding: give meaning to the message based on prior knowledge of the subject and the context of communication (discovering the structure of a running text E match the schema of the receiver or the receiver to that of the issuer or the issuer: 5 determine the purpose of the issuer or the issuer and the context. ;ee if there are implied in the message (>ake infrences E 5 determine the tone of the voice message by the issuer or the issuer (informative, ironic, playful, etc. . 5 /dentify the main idea (indentify the main idea E 5 observe that nonverbal cues (pictures, gestures, expressions, pauses add to the messageE 5 determine the experience that the issuer or the issuer has the subjectE 5 identifying information (/dentify the main idea, "ustomi=ed agent modlisation The 4*)#; of rTsumT, take notes E 5 identify the position taken by the /ssuer or the /ssuerE 5 identify the details that describe a phenomenon (common text structures E 5 identify the details and examples which serve to develop ideasE 5 identify the elements which serve to explain an idea (common text structures E 5 identify elements of the analysis (current structures of texts E 5 identify the arguments used to support the opinion (of text structures common E 5 discover the se-uence of ideas and their articulation /dentify the chronological organi=ation. o Jackground /nformation: mentally organi=e the information received in order to remember and later useE organi=e information received as a diagram (discovering the structure of a text stream, Hgager narrative structure . 5 *nderstanding critical opposition to a message received and evaluate the content. &C

o #valuation: whether the message is intelligible, informative and relevant and whether the intended audienceE detect errors, omissions, implied cultural, means of propaganda and persuasion (especially in a debate, an advertisement, a political speech etc..E compare different perspectives and become aware of the origin of their arguments (personal experience, culture, religion, age, etc. . compare verbal cues to nonverbal cues (facial expression, gestures and awareness of cultural differencesE assess the effectiveness of the message according to the presentation of ideas, the selected se-uence, indices of articulation of ideas (markers of relationship E make a judgment on the ideas of the issuer or the issuer by using critical thinkingE distinguish fact from interpretations and opinions, values and attitudes of the /ssuer or the /ssuer. o 4esponse: prepare to express orally or in writing a response during playbackE give his interpretation of the messageE compare the message to his personal experienceE make a judgment on the content and formE seek to clarify its interpretation of the message and analy=e the reasons for his personal reaction. 5 *nderstanding creativity: after understanding the meaning of different elements of spoken discourse, use this new knowledge in everyday life. This complex activity we aim to $see$ what steps to take student understanding and what happens $behind$ it. +hase // of the research was to develop a second test covering teaching remedial issues. capture script practical report, in other words, to what extent test results justify the use of remediation methods and increase awareness message to the students. /n developing the test, we established stages. Thus, goal setting, the building &:

itself we have included two different workloads to highlight how the mistakes were corrected for different types: open, closed with dichotomous response, closed with a multiple answer, multiple choice closed and hierarchy. Fe pre! tested -uestionnaire on a total of &2 subjects. Nuestionnaire administration, we performed in front, and the ability to have discussions with the subjects to identify the challenges, unclear wording, etc..

"-& !resentation of research results 3or the first stage of research, analysis of documents, inventory errors, establish the appropriate level of Jloom taxonomy, by linking data obtained with the independent variables (selection criteria we found that: 8. /n the first test / wanted to see how students cope with test containing prepositions of place, time and direction. ;o / noticed that most mistakes were made in the easiest exercise due carelessness and haste. The test / gave it to students, :th grade, advanced level. The first mistake most testing was done in exercise 1 and (. "lass consists of &2 students, 1' had errors in #L 1 points &,2,C,<, C students had a points 1,&,:,D,< mistakes eg, 2 students were mistakes ex2 &.2 points, and C had errors in exercise ( points 2,(,C .. 8s above, we believe we can confirm our hypothesis that during the lesson, do not give enough importance to understanding the process of knowledge transmitted students. /t was also revealed that during the lesson, do not give enough importance to understanding the process of knowledge transmitted students. >eanwhile another conclusion is that there are differences between developed lesson plan and what is done effectively in the classroom. *nderstanding message . speech teacher is subject to certain features of the steps taken by the teacher and teaching throughout. 3or this reason, the second part of the research was linked to a -uestionnaire &D

containing the other two issues different types of work aimed at identifying problems to design activity the teacher whether the plan . drawing lesson corresponds with what is actually done in class, determining the optimal number of operational objectives pertest and communication training (identifying features of class that makes solving exercises to increase awareness message to students and assimilation grammar . /f the first part of the research we analy=ed the grammar mistakes in the same situation (lesson $+repositions$ taught at different levels , checking and measuring how much of what was written and performed ra=olvat was respected by the applied tests, / tried to follow the extent to apply what the teacher wants the lesson plan developed and possible necessary steps to be followed by the teacher to enhance understanding of grammar parties by students. To check the hypothesis of differences between developed lesson plan and what actually performs the class, / asked the sample to answer the following -uestions: 1. Fill in the blan$s with the prepositions at, in or on to express place: 1. %obody was..... home. &. Gis flat was ....the third floor. 2. Ge lives.....:& Jerkeley ;treet. (. >other is not ..... the kitchen, she must be ....the garden. C. Fe stopped .....the bottom of the hill for a rest. :. They walked....beach for a long while. D. They saw a good film .....3riday. <. )et,s meet again .....the 1st. 9. ;he hears a lot of noises....night. 1'. 7ulie often goes to concerts.......3riday evenings. &. "hoose the right word to fill in the blan$s: about P on 2. ;he has a lot of books.....chemestry. &<

(. Fe have read..... this discovery in a newspaper. around P about 2. The children danced..........the snowman. (. ;top fooling ..........with that knifeQ away P far 2. There are some some clouds.......in the sky. (. There is an inn a few miles.......from here. 2. Choose the correct preposition: / was wearing a silk dress belo)* underneath my raincoat. There is a picture above*over the fireplace. Rou can do this job below. under an hour. +& Choose the correct preposition: 1. Ge is swimming on* in the river. &. The plant is at* on the table 2. +lease put these apples on* in the bowl. (. )ucy was standing on* at the bus stop. C. *nfortunately, >r Jrown is in* on hospital. The first mistake most testing was done in exercise 1 and (. "lass consists of &2 students, 1' had errors in #L 1 points &,2,C,<, C students had a points 1,&,:,D,< mistakes eg, 2 students were mistakes ex2 &.2 points, and C had errors in exercise ( points 2,(,C .. 3rom the analisys results the folowing chart

&9

4 3.5 3 2.5 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8

1st Item 2st Item 3rd Item 4th Item

These values have reinforced the importance of remedial teaching and projectr of a second test. . /t is true that the high percentage of mistakes in the first exercise and no error in exercise & and 2 can be also be due to the fact that students were not careful or rushed. Therefore remedial teaching is important because such education aims could not be reached, more would be affected and the understanding of knowledge transmitted students because there would be a logical between concepts, which would greatly complicate the effort re-uired teacher updating knowledge, especially that of the student. 8fter statistical processing, of the second test: #ES# !A!E /.3ind the mistakes in these sentences. ;ometimes no prepositions is needed: 1. 8t the end we decided to go. 1. ........the end we decided to go. &. 7ane was in the wedding. &. 7ane was.........the wedding. 2. They arrived to +aris without problems. 2. They arrived........+aris without problems.

2'

(& / went to Jarcelona for visit a client& (. / went to Jarcelona.......visit a client. C. ;he sat in front to us. C. ;he sat in front......us. :. / counted them one to one. :. / counted them one......one. D. 8part of this, everything,s fine. D. 8part.......this, everything,s fine. SSSS <. / saw a good film in T6. <. / saw a good film.........T6. 9. Tonight there,s a film of +aul %ewman. 9. Tonight there,s a film......+aul %ewman. 1'. Fe went to a restaurant at my birthday. 1'. Fe went to a restaurant.........my birthday.

//. 3ill the gaps with the correct preposition: 1. The woman is looking........her laptop. &. >ark is sitting........small chair. 2. There is a bridge .......the river. (. >unich lies C2' meters ........sea level. C. Fe are going.......holiday next week. / reali=ed the interpretation of results as follows: 21

50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 1 ex 1 ex 2 3-D Column 3

/n conclusion, we can say that students have assimilated correct grammatical aspects of using conjunctions of time and place and directives can use them correctly in both written and verbal. -& Analysis of the research results and conclusions

4esearch conducted aimed to identify a general model of remedial teaching through the application of which sent students to facilitate understanding and knowledge developed in three directions (operational objectives : 1 identify the share given understanding of knowledge transmitted during teaching students, & reconciliation of the lesson plan and activities developed within the teaching!learning (in class , 2 determine the fre-uency and features of error margins of error that promote understanding and applying the correct use of prepositions in #nglish grammar in writing and orally by the students. 3or the share of primult test errors and the second reflects an understanding of the knowledge transmitted to students, their correct application and demonstrate competence specific thinking topicii #nglish. Forth a stark reminder of reduced number of mistakes in the second Test Taking into account that in order to reach agreement is a need for knowledge, the situation gets a new dimension, as the weight given to the process of knowledge transmission is C', D1U and in this context, the percentage change substantially, reaching a value of C9.'CU. Fe now talk about teacher efforts to reach agreement and then to go 2&

$beyond$ it, the higher level of interpretation , using the logical operations such as analysis, synthesis, induction, deduction, embodied in the educational process by explaining methods and reasoning, to apply knowledge ac-uired by students and their use in everyday. To reach that agreement between $words$ teacher and cognitive baggage, that students experience as a prere-uisite understanding, the first step that is re-uired to be made is the construction of educational message. /n this sense, to know what and how to $say$ suitable age and individual particularities average teacher will have to design educational intervention on the academic year, semester, learning units and lessons . classes. ;o the information . knowledge transmitted students are neither chaotic nor random, but they are a coherent, developed over time stages of development and levels of education, the national curriculum. 8ssuming the theoretical model proposed praxiological character is based on the idea that understanding the message is determined by its construction. *sefulness of this theoretical model will exist only if you create the possibility of developing new research directions. 3rom this perspective, identify methods of determining the influence of point features to facilitate understanding teacher involved in teaching message, or the necessary steps to be taken to enhance understanding.

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