Chet tillarini o'qitishning integrallashgan kursi (III & IV) Qarshi- 2018 Module: Language Testing and Assessment Lesson Basic principles of language assessment

Lesson 17. EFL methodology, mistakes and feedback
1. Grammar- Translation- this was probably the main stage of language teaching and learning for hundreds of years and indeed is still practiced in many situations.
2. Audio- lingualism- based upon behaviourist theory. It suggests that much learning is as a result of habit formation through conditioning.
3. Presentation, Practice & Production- teachers first present the context, explaining, demonstrating students then practice making sentences before going on to the production stage.
4. Task- based learning- the focus is more on task than the language. Students are given a task to complete. After this, teachers can provide some language study to help clear up some of the problems they had while doing the task.
5. Communicative language teaching approach- stresses the importance of language functions as opposed to reliance only on grammar & vocabulary.
6. Community Language Learning- students will typically sit in a circle and it is up to them to decide what they want to talk about.
7. The Silent Way- the most noticeable feature of it is the behaviour of the teacher- who says as little as possible.
8. Suggestopedia- largely focuses on the need for the students to be comfortable, confident and relaxed in order for learning to be more effective. Another feature is that the teacher and students exist in a parent- children relationship; students are given new names and traumatic themes are avoided.
9. Lexical approach- argues that words and phrases are far better building blocks for language acquisition than grammatical structure.
The aim of giving feedback is to encourage self- awareness and improvement. The type and extent of feedback depends largely on the following factors: individual students, culture and expected role of the teacher, the stage of the lesson, type of activity.
A mistake can be thought of as a slip of the tongue or a pen. An error is something that is more deeply ingrained and may be made.
Types of correction: self correction, student- student correction, teacher- student correction.
Engage stage: during this stage you want to ensure that every student speaks some English.
Study stage: students should be learning new English language concepts.
Activate stage: you are trying to encourage your students to be creative with the English language knowledge they already have and combine it with what they have just learned.
There are three occasions when it is relevant to correct:
1. The mistake is something the language point we are teaching;
2. The mistake is being regularly repeated either by the student or other class members and so risks becoming ingrained;
3. The mistakes seriously impede understanding
Before students can correct themselves, they must be aware of the following:
- something is not accurate;
- where the error is;
-what kind of error it is.