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The Common European Frame

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment[1], abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. The Common European Framework divides learners into three broad divisions which can be divided into six levels: A Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary B Independent Speaker B1 Threshold or intermediate B2 Vantage or upper intermediate C Proficient Speaker C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. level description Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of

A1

A2

information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

B1

B2

C1

C2

These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.

Methodolgy, Approach, & Method Definition in English Language Teaching


Source: http://www.shvoong.com/humanities/linguistics/2032735-methodolgyapproach-method-definition-english/#ixzz1bFJZM3el The language practitioners especially who concern in education field have obligation to understand the terms and definition about methodology, approach, and method in language teaching. The insight is very important because teacher must explain not only the content but also related theoretical framework in the language studies. The teaching learning process will run well when teachers understand the theory and expert in practical teaching. Methodology defines "how to" or the way in teaching. It is the general studies of pedagogical practice. In addition, It is included the related theories and research. Approach is discussing about underpinning theory of language and language teaching nature, and the application of both theory. Method is the practical of the objective of teaching in the classroom in a variety of audiences and contexts. The objects are related to material, sequencing, teacherstudent roles and behaviors, linguistic and subject-matter objectives.

What is the difference between TESL, TESOL, TEFL?


The simple answer is that they are essentially the same.

TESL = Teaching English as a Second Language. This term refers to teaching English in countries such as Canada, the US, Australia, etc., where English is the common everyday language in the community.

TEFL = Teaching English as a Foreign Language. This term to teaching English in countries such as Korea, Spain, Brazil, etc., where English is not the common everyday language in the community.

TESOL = Teaching English to Speakers of Other Languages. This is a newer, umbrella term that encompasses both English and non-English speaking countries.

There are many other acronyms used for teaching English. For example:

ELT = English Language Teaching

TEAL = Teaching English an Additional Language.

EAP = English for Academic Purposes

ESP = English for Specific Purpose Other non-English Teaching acronyms:

TOEFL = Test of English as a Foreign language (mostly used for University entrance)

TOEIC = Test of English for International Communication (Mostly used for employment purposes)

IELTS = International English Language Testing System (For university, immigration and other purposes)

>>>Wikipedia: http://en.wikipedia.org/wiki/ESL

The PPP Approach to Language Teaching

The "PPP" approach is fast coming up nowadays as a unique approach to the teaching of communicative language that works through the progression of three sequential stages Presentation, Practice and Production (Hence, "PPP"). Presentation here refers to the introduction to a new subject or lesson. It requires creating a realistic situation in which the target language would be taught and acquired. Usually, this is done through using pictures, dialogues and actual classroom situations. The teacher here is no longer the deliverer of a long monologue as he or she would have done in the traditional grammar translation method. Here the students also participate actively in the discussion, and it is the duty of the teacher to make sure that the pupils understand the nature of the created situation. Next the teacher moves on to building up key concepts using very basic vocabulary that the students already know. Having understood the concept, students are then given the language model and engage in a kind of drill to learn through instructions and question answer forms in the target language. Nevertheless, it should be stated here that though Western educationists claim the appraisal of inventing this drill method nowadays, Rabindranath Tagore in his Shantiniketan had long began using this model. The role of a good teacher is very important in this phase, for errors are to be corrected frequently. Practice usually begins with what is technically called termed mechanical practice simple pair-works. Students gradually move into more communicative practice such as information gap activities, forming dialogues and enacting characters in easy to play dramas. What these practices actually do is to familiarize the student with the target language and raise his confidence level. At this stage the teacher still continues to instruct the students and correct their errors. But the classroom begins to turn out more learner-oriented. Production is the culminating point of this tripartite schema, whereby the students become skilled enough in the target language to use it freely. By now the teacher's role decreases into facilitating a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct any more, and the teaching method becomes completely student oriented.

Theory of multiple intelligences


Gardner articulated several criteria for a behavior to be an intelligence[2]. These were that the intelligence's: 1. 2. 3. 4. 5. 6. 7. Potential for brain isolation by brain damage, Place in evolutionary history, Presence of core operations, Susceptibility to encoding (symbolic expression), A distinct developmental progression, The existence of savants, prodigies and other exceptional people, Support from experimental psychology and psychometric findings.

Gardner believes that eight abilities meet these criteria:


Spatial Linguistic Logical-mathematical Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalistic

He considers that existential and moral intelligence may also be worthy of inclusion these. The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence Logical-mathematical This area has to do with logic, abstractions, reasoning and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.[citation needed] Logical reasoning is closely linked to fluid intelligence and to g. Spatial This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.[citation needed] Spatial ability is one of the three-factor's beneath g in the hierarchical model of intelligence.

Linguistic 'This area has to do with words, spoken or written. People with high verballinguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.[citation needed] Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.[citation needed] Verbal ability is one of the most g-loaded abilities. Bodily-kinesthetic The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory. Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence. Musical This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Interpersonal This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers. Intrapersonal This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted.[citation needed] They are skillful at deciphering their own feelings and motivations.[citation needed] This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers.[citation needed] People with intrapersonal intelligence also prefer to work alone.[citation needed] Naturalistic This area has to do with nurturing and relating information to ones natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers. Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists and philosophers.

What is the difference between assessment and evaluation? ____________________________________________________________ _


Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded. Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability.
The table below summarizes key differences between assessment and evaluation

Dimension of Difference Content: timing, primary purpose

Assessment Formative: ongoing, to improve learning Process-oriented: how learning is going Diagnostic: identify areas for improvement

Evaluation Summative: final, to gauge quality Product-oriented: whats been learned Judgmental: arrive at an overall grade/score

Orientation: focus of measurement

Findings: uses thereof

Motivation
Motivation is the driving force by which humans achieve their goals. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but it can also be used to describe the causes for animal behavior as well. This article refers to human motivation. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion. Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students evaluation theory.[clarification needed] Students are likely to be intrinsically motivated if they:

attribute their educational results to factors under their own control (e.g., the effort expended), believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck), are interested in mastering a topic, rather than just rote-learning to achieve good grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards like money and grades, coercion and threat of punishment. Competition is in general extrinsic because it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also extrinsic incentives. Social psychological research has indicated that extrinsic rewards can lead to over justification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition.[citation needed] For those children who received no extrinsic reward, Selfdetermination theory proposes that extrinsic motivation can be internalised by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.

The role of the teacher


There are three main activities that small group teachers have to manage simultaneously:

managing the group managing activities managing the learning.

In many small group teaching situations, the role of the teacher is that of facilitator of learning: leading discussions, asking open-ended questions, guiding process and task, and enabling active participation of learners and engagement with ideas. However, small groups function and behave in various ways and have different purposes. Teachers therefore need to be able to adopt a range of roles and skills to suit specific situations, often during the same teaching session. Other roles that may be adopted include that of:

the instructor, who imparts information to students the neutral chair the consultant, from whom learners can ask questions the devils advocate the commentator the wanderer, such as in a larger workshop

Effective tutors are essential to ensuring that small groups work well. Any teaching event will be more successful if the teacher:

is enthusiastic has organised the session well has a feeling for the subject can conceptualise the topic has empathy with the learners understands how people learn has skills in teaching and managing learning is alert to context and classroom events is teaching with their preferred teaching style has a wide range of skills in their teaching repertoire, including questioning, listening, reinforcing, reacting, summarising and leadership (McCrorie, 2006, p. 8).

Making the shift from teacher as expert to facilitator is sometimes seen as diminishing a teachers power and authority, but this should not be the case. Facilitating learning is empowering for both the learner and the teacher and frees the teacher from many of the burdens that having to be an expert might entail. It would traditionally have been seen as a weakness for a teacher to say I dont know, lets find out or I dont know, do any of you students know the answer? and clearly clinical teachers need to know more about many topics than their students or trainees, but medical science is changing so rapidly that no one can know everything. Implementing an evidence-based approach to clinical learning and to medical practice involves finding out about the latest research.

You can use these techniques and this approach to facilitate your own and your students/trainees learning.

Students roles
Materials/Observer: You are responsible for ensuring that the group has all needed materials to begin and complete assignments and that all materials are returned. You should not have to be asked to get the materials for your group. The materials for the day will be listed in the same place on the board. If you are assigned the material person role, you need to ensure all necessary manipulatives, calculators, copies, books, etc are on the desks at the start of class. You are also responsible for putting these back where you found them at the end of class. You must collect any copies for absent students in the folder as well as keep a record of the homework they need to make up. While your group is working you are responsible for paying attention to how your group members interact. It is your job to discuss any issues and offer suggestions for how you can work more cooperatively. Advice Seeker/Checker: Your role is unique; you are the only member of your group who can ask questions of the teacher. You must be sure that no one in your group already knows the answer to the question you wish to ask. You are responsible for asking the questions that move the group towards meeting the goals and objectives of the lesson. The advice seeker needs to communicate with the entire group and check for understanding. The group must come to a consensus as to what pertinent questions need to be posed to the teacher if any. You must ensure by questioning that each member has sufficiently learned the expected goals of the activity. If you find that one or more of your group members can not explain the material, it is your job to ensure your group comes together to help them learn. Manager: You will assure that all members of the group continue to work until the task is completed. The task is not done until you say so. You are responsible for organizing the final product and overseeing that all members contribute and the work gets done. Each member of the group must contribute to the final product and you should be able to articulate what they added. You are also the support and encourager for the group. You need to pay attention to how group members are feelingare they feeling left out? Slighted? You need to get them back involved. Offer praise and encouragement when appropriate and needed. Keep members on track by being aware of how actions and words are perceived. Relater/Summarizer: You are responsible for getting the whole group to articulate how the current tasks and topics relate to content previously studied. This is ongoing. Your whole job focuses on how connections can be made between this assignment and anything else that relateswork in other classes, work in this class, movies, TV, home life experiences, shopping, whatever. Make the connections and get your group talking about it in the context of the activity. You are not responsible for making the connections, but you are responsible for getting the group to discuss it. Be careful. If the group is off task and is talking about topics that dont pertain to this lesson, it is you who will not have succeeded in your role. As tasks and activities are completed you will work with the advice seeker to ensure that the each of your group members can summarize their learning.

Error vs Mistake Synonyms are two or more different words that bear the same or similar meaning. However, there are appropriate ways to use the words, and this will often depend on the context. Error and Mistake are two of these words. Both of the words mean: A wrong action attributable to bad judgment, or ignorance, or inattention. Many use these words interchangeably, which can be right for certain situations, but some would deem a particular word as more appropriate than the other. As what has been said earlier, the context will dictate the proper usage. Error and mistake fall into the same category. Many say that error is more severe. It is due to miscalculation and wrong judgment, that mistake, on the other hand, is less in gravity, as people normally make mistakes. However, there are also many people who will argue with this dissection. It is highly acceptable to use error in formal or technical contexts. In scientific or highly technical terms, the word error is more suitable. In the world of computing and programming, error is the more fitting term to indicate a mistake, or fault, particularly in coding and processes. System Error sounds better than System Mistake, doesnt it? Mistake, on the other hand, is used more in casual English conversation. Though error may still be used in exchange, it will often sound unnatural, or technicalese. It would be awkward to say something like: It was all an error. I am sorry!, to your girlfriend. The more natural sounding statement would be: It was all a mistake. I am sorry!

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