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

Additional references
1. "Entertainer teaching"- teacher talks a lot, tells stories, jokes, amuses the class with their antics, etc.
2. Traditional teaching- comes in many varieties, but is often characterised by the teacher spending quite a lot of class time using the board to explain things- as if "transmitting" knowledge to the class- with occasional questions to or from the learners.
3. Rapport- the quality of relationship within the classroom.
4. Carl Rogers suggested that there are three core teacher characteristics that help to create an effective learning environment. These are:
- Respect (a positive & non- judgemental regard for another person)
- Empathy (being able to see things from the other person's perspective)
- Authenticity (being oneself without hiding behind job titles, roles or masks)
5. Adrian Underhill has suggested there are three broad categories of teaching styles:
- The explainer (know their subject- matter very well, but have limited knowledge of teaching methodology)
- The involver (knows the subject- matter & methodology but lacks relationship with people)
- The enabler (knows about the subject- matter, methodology and an awareness of how individuals and groups are thinking and feeling)
6. An experimental learning cycle:
- Do something;
- Recall what happened;
- Reflect on that;
- Draw conclusion from the reflection;
- Prepare for future practical experience.
7. Dogme- an approach to teaching that aims to minimise use of technology, teaching aids and other excesses and instead emphasize the importance of the learner- teacher relationship and interaction.
8. The Grammar- Translation method- the teacher rarely uses the target language, students spend a lot of time reading texts, translating them, doing exercises and tests, writing essays. There is relatively little focus on speaking & listening skills.
9. The Audio- Lingual method- aims to form good habits through students listening to model dialogues with repetition and drilling but with little or no teacher explanation.
10. Communicative Language Teaching/ Communicative approach- is based on beliefs that learners will learn best if they participate in meaningful communication (strong & weak CLT)
11. Total Physical Response- learners listen to instructions from the teacher, understand and do things in response, without being required to speak until they are ready.
12. Community Language Learning- based around use of the learner's first language and with teacher help in mediating. It aims to lower anxiety and allow students to communicate in a more genuine way than is typically possible in classrooms.
13. The Natural approach- intended to provide the learner with natural comprehensible language so that the learner can pick up language in ways similar to a child learning their first language.
14. Task- based learning- a variant of CLT, which bases work cycles around the preparation for, doing of and reflective analysis of tasks that reflect real- life needs and skills.
15. The Silent Way- requires the learner to take active ownership of their language learning and to pay great attention to what they say.
16. Person- centred approaches- any approach that places learners and their needs at the heart of what is done. Syllabus and working methods will not be decided by the teacher in advance of the course, but agreed between learner & teacher.
17. Lexical approach- on the back of new discoveries about how language is really used, especially, the importance of lexical chunks in communication based around exposure and experiment.
18. Classroom activities:
- Planning an activity (activity or task is something that learners do that involves them using or working with language to achieve some specific outcomes)
- Activity route map (1. Before the lesson, 2. Lead-in/Preparation, 3. Setting up the activity, 4. Running the activity, 5. Closing the activity, 6. Post- activity)
- Exploiting an activity (we look at one simple activity in detail. This may help you to similarly analyse your own teaching material in future)
- Pairwork (1. Pairwork information gaps, 2. Pairwork grammar activities)
- Small groupwork.
19. Classroom management
A. Activities:
- Setting up activities
- Giving instructions
- Monitoring activities
- Timing activities
- Bringing activities to an end
B. Grouping and seating:
- Forming groupings (singles, pairs, groups, mingle, plenary)
- Arranging and rearranging seating
- Deciding where you will stand or sit
- Reforming class as a whole group after activities
C. Authority:
- Gathering and holding attention
- Deciding who does what
- Establishing or relinquishing authority as appropriate
- Getting someone to do smth
D. Critical moments:
- Starting the lesson
- Dealing with unexpected problems
- Maintaining appropriate discipline
- Finishing the lesson
E. Tools and Techniques:
- Using the board and other classroom equipment or aids
- Using gestures to help clarify of instructions and explanations
- Speaking clearly at an appropriate volume and speed
- Use of silence
- Grading complexity of language
- Grading quantity of language.
F. Working with people:
- Spreading your attention evenly and appropriately
- Using intuition to gauge what students are feeling
- Eliciting honest feedback from students
- Really listening to students
20. Basic skills of classroom management:
- Look (look at classroom events minute by minute)
- Options (finding options, making decisions between one option and another)
- Actions (doing the chosen action)
21. Eliciting- drawing out information, language, ideas, etc from the students. It is a technique based on the principles that:
- students probably know a lot more than we may give them credit for;
- starting with what they know is a productive way to begin new work;
- involving people in a question-and-answer movement towards new discoveries is often more effective than simply giving "lectures"
There are three steps to eliciting:
1) I convey a clear idea to the students, perhaps by using pictures, gestures or questions;
2) They then supply the appropriate language, information or ideas;
3) I give them feedback.
22. How to prevent learning- some popular techniques:
- TTT (Teacher Talking Time) (the more you talk, the less opportunity there is for the learners)
- Echo (if you become aware of your echoing and then start to control it, you will find that learners get more talking time and that they start to listen to each other more)
- Helpful Sentence Completion (if students can't complete the sentence themselves, tbey need help- but help to produce their own sentence, using their own words and their own ideas)
- Complicated and unclear instructions (unplanned, unstructured instructions are extremely confusing to students)
- Not checking understanding of instructions (even the clearest instructions can be hard to grasp so, after you've given them, it's worth checking that they have been understood)
- Asking "Do you understand?" (the best way is to get students to demonstrate their understanding)
- Fear of genuine feedback (did you like my lesson?)
- Insufficient authority/ over- politeness (feel your own natural authority and let it speak clearly)
- The running complementary (better tell students what they need to know)
- Lack of confidence in self, learners, material, activity/ making it too easy (try to keep the level of challenge high. Be demanding)
- Over- helping/ over- organising (it's often best to let them get on with it)
- Flying with the fastest (try directing questions at individuals)
- Not really listening (the only point in learning language is to be able to communicate or receive communication)
- Weak rapport (plan work specifically designed to focus on improving the relationships and interaction within the class)
23. Intuition- is the skill of spontaneously understanding smth, by passing the supposed conventional route of thinking carefully and teaching a considered decision.
24. Who are the learners?
- Individuals and groups
- What level are my students?
- Learners and their needs
- Getting feedback from learners
- Learner training
25. Motivation
- External motivation (many learners have strong external reasons why they want to study, for example, to get an exam pass, to enter university, to get a promotion, etc
- Internal motivation (just for rewards within the work itself, such as the fun of learning, setting oneself a personal challenge, etc)
26. Howard Gardener- multiple intelligences are linguistic, visual, musical, logical & mathematical, bodily & feeling, interpersonal (contact with other people), intrapersonal (understanding oneself)
27. Sensory preferences- writers in the field of NLP (Neuro- Linguistic Programming) have noted that humans tend to have different sensory preferences, i. e. some people respond best to: a) hearing things (auditory), b) seeing them (visual), c) touch and feel tangible, physical objects (kinaesthetic)
28. C2 Mastery (nearly native speaker level)
C1 Operational proficiency (advanced)
B2 Vantage (upper intermediate/ post- intermediate)
B1 Threshold (intermediate)
A2 Waystage (pre- intermediate)
A1 Breakthrough (beginner/ elementary)
29. Mixed level classes problems (the most common reasons):
- Grouping by stage
- Keeping groups together
- Placement tests
- Insufficient leads
30. Needs Analysis- the various tools, procedures and materials used for finding out about learner needs usually come under this heading; some key tools would be:
- Writing (the learner writes, comments information, answers to questions, etc)
- Speaking (the learner speaks with you or with other students)
- Observation (you observe the learner at work)
31. Learner training includes:
- work on study skills, eg use of dictionaries, reference material, workbooks, notebooks, filed material;
- student examination of the process of learning and reflection on what is happening, eg of teaching strategies you use
Three ideas to start learner training:
- Integrate study- skill work
- Let them into the secret
- Discuss process as well as content and procedure
32. Language Analysis
- Analysing grammar
- Analysing language: grammatical form
- Analysing concept: the meanings of words/ grammatical meaning
- Analysing communicative function
33. Functions and Exponents
Examples of language used to achieve a particular function are known as exponents of a function. Thus "Have you got the time on you?" is an example of the function of "asking for information".
34. Planning is a thinking skill (atmosphere, the learners, the aims, the teaching point, the tasks and teaching procedures, the challenge, materials, classroom management)
35. Exposure to language may come through texts that are specially prepared and simplified for students (restricted) or are unadapted, authentic texts from non- specialist sources (authentic)
36. Stephen Krashen - acquisition & learning:
Acquisition (language that we pick up subconsciously when we are engaged in communicating and understanding messages)
Learning (language we consciously study and learn about)
37. Output
Authentic output: discussion, meetings, small talk in café, writing a postcard, negotiations, chatting in class
Restricted output: drills, written gap- fill exercises, grammar practice activities, "repeat what I say", simple games based on saying very similar sentences.
38. Present- Practice- the teacher first presents/ introduces/ explains/ clarifies/ inputs the language point that the lesson is aiming to work on, and then, when it seems to be reasonably understood, moves on to give learners a chance to practise using the language themselves
39. Clarification- a part of a lesson in which students become clearer about language system items, especially concerning how they are formed, what they mean, how they are pronounced and how they are used
1) Teacher explanation (teacher tells the learner)
2) Guided discovery (teacher helps the learner to tell himself)
3) Self- directed discovery (the learner tells himself)
40. Restricted output: drills, exercises, dialogues & games
1) Drill- a common restricted production activity, involving students in repetition or very controlled oral practice (Substitution, Transformation, True sentences)
2) Written exercises
3) Elicited dialogues (follow-on activities, grammar practice and games, split sentences, grammar quiz, memory test, picture dictation, miming an action, growing stories, questionnaires, grammar auctions, board games)
41. Test- teach- test- a shorthand description of one way of sequencing stages in a system- based lesson. First, you find out what the learners know or do not know, perhaps by use of a practice activity (test). You then offer some input on some things that they need to know (teach). You then check whether they understand and can use the new items you have taught (test)
42. Vocabulary- single words and sometimes very tightly- linked two- or- three word combination (eg, stock market)
Lexis- our "internal database" of words and complete ready- made fixed/ semi- fixed/ typical combinations of words that we can recall and use quite quickly without having to construct new phrases and sentences word- by- word from scratch using our knowledge of grammar (collocation, chunk, traditional single- word vocabulary items)
Grammar- generalisable patterns of the language and our ability to construct new phrases and sentences out of word combinations and grammatical features to express a precise meaning.
43. Approaches to speaking (topic and cues/ structuring talk, avoiding the talk- talk loop, open questions, playing devil's advocate)
44. Communicative activities (picture difference tasks, grouping planning tasks, ranking tasks, pyramid discussion, board game, puzzles and problems)
Pyramid discussion- an organisational technique that works particulary well with simple problem- based discussions and especially with item- selection tasks
45. Role play- learners are usually given some information about a role
Real play- situations and one or more of the characters are drawn from a participant's own life
Simulation- a large- scale role play
46. Scaffolding- the way a competent language speaker helps a less competent one to communicate
Genre- a variety of speech (writing) that you would expect to find in a particular place
47. Basic lesson sequences: 1) set task, 2) plan the speaking, 3) rehearse the speaking, 4) do the task, 5) feedback/ review the success, 6) add/ correct/ revise, 7) redo the task
48. Approaches to writing- copying, doing exercises, guided writing, process writing, unguided writing
49. Ideas for generating ideas- brainstorming, text- starts, fast- writing
50. Ideas for helping writing- structuring and organising, looking at sample texts, getting feedback on drafts, using computers
51. The task- feedback circle:
- Lead- in
- Pre- task work (optional)
- Set clear task
- Play recording or students read text
- Feedback on task
- Could they do the task? (Yes > conclude, No > play recording again)
52. Bottom- up (building up the messages from the individual small pieces)
Top- down (making use of what we already know to help us predict the structure and content of the text and getting a general overall impression of the message)
53. Listening ideas (news headlines, jigsaw listening, the gallery, home recording, live listening, guest stars)
The gallery- a variation on jigsaw listening
54. Jigsaw reading/ listening- a jigsaw activity involves different groups of students (or individuals) reading or listening to different content. When they come back together they can report back and compare what they have learned.
55. Skimming- read quickly to get the gist of a passage (discover key topics, main ideas, overall theme, basic structure)
Scanning- move eyes quickly over the text to locate a specific piece of information (name, address, fact, price, number, date)
56. Extensive reading- reading a longer texts over time
57. Pronunciation- a) model new words in context, b) modelling intonation, c) recognise the feeling, d) use dialogues, e) chants (a poem or dialogue particularly suitable for reciting aloud), f) shadow reading, g) voice settings
58. Prominence- the main syllables emphasized in a tone group
Word stress- the emphasized syllable in a word
59. ESP (English for Specific Purposes)
Business English
EAP (English for Academic Purposes)
Exam classes
Young learners
Teenage classes
CLIL (Content and Language Integrated Learning)
Large classes
60. Digital native- familiar with digital tech
Digital immigrant- trying hard to catch up and understand
IWB- Interactive White Boards (a multi- purpose, touch- sensitive surface attached to a computer and a set of loudspeakers)
1) Fixed IWB- an electronic board fixed to the wall
2) Portable IWB- a small box that can be placed at the bottom of a standard non- interactive whiteboard
Presentation Software (including slide, picture, text, etc)
61. Tools, techniques and activities (flashcards, picture stories, storytelling, songs & music, fillers, lexical games, dictation, sound- effects recordings, poetry, drama, projects, getting to know a new class, TV/DVD and video)
62. Five types of observation:
1) Training- you are being observed and assessed as part of a programme/ syllabus to achieve a certain set of specified goals
2) Developmental- you would typically specify yourself what would be most useful to have feedback on
3) Assessment- to assess you and your teaching against criteria of quality, acceptability, appropriacy, etc
4) Data collection- based on making quantitative studies
5) Peer observation- when a colleague comes in to watch your lesson
Hot & Cold feedback