Developing learners`communicativecompetence through oral and listening assessments using web

MMLR 8. Task 2.
711-21
Dilafruz Husanova
Developing learners`communicativecompetence through oral and listening assessments using web
Sources

Contents
CHAPTER 1. Introduction

1. 
   Introduction …………………………………………………………………………………………
   
2. 
   Background and study significance…………………………………………………………………….
   
3. 
   The contect of the research……………………………………………………………………………..
   
4. 
   Objectives………………………………………………………………………………………………
   
5. 
   Chapter summary……………………………………………………………………………………….
   

CHAPTER 2 Theoretical framework and literature review
2 Introduction………………………………………………………………………………………………
2.1 Instructional design for significance learning………………………………………………………….
2.2 Communicative approach, task based approach ……………………………………………………….
2.3 Pragmatic competence and communicative competence……………………………………………
2.4 Listening and speaking testing………………………………………………………………………
2.5 Conclusions…………………………………………………………………………………………
CHAPTER 3 Research design
3Introduction………………………………………………………………………………………………

1. 
   Research design………………………………………………………………………………………
   
2. 
   Subjects………………………………………………………………………………………………
   
3. 
   Data collection instruments……………………………………………………………………………
   
4. 
   Data collection procedure……………………………………………………………………………..
   
5. 
   Data analyses and validation…………………………………………………………………………..
   
6. 
   Conclusions……………………………………………………………………………………………
   

CHAPTER 4 Results

3. 
   Introduction……………………………………………………………………………………………
   
   1. 
      Research questions……………………………………………………………………………………
      
   2. 
      Section conclusion………………………………………………………………………………......
      
   3. 
      Students` questionnaire result and conclusions………………………………………………………
      

CHAPTER 5

3. 
   Introduction…………………………………………………………………………………………..
   
   1. 
      Findings of study…………………………………………………………………………………….
      
   2. 
      Study contributions…………………………………………………………………………………..
      
   3. 
      The reflective account………………………………………………………………………………
      
   4. 
      Limitations and recommendations for further research………………………………………………
      
   5. 
      Conclusions……………………………………………………………………………………………
      

CHAPTER 1
Introduction
Throughout recent years, the role of the teacher has changed and most people feel that these changes have improved it. Howevek, the learners` needs have changed due to a new culture of learning which nives from the stable twentieth – century infrastrycture to a fluid twenty-first century and these characteristics are out of teachers`control. It is will known that the study of complex systems into physical and social systems has led to an integrated framework of methods which guides to better results and high impact advances.
In addition, considering learners are essential part of a complex dynamical system, which is integrated, connected and interacted of independent systems and disciplines.
Several studies have focused on developing awareness of pragmatics through explicit instruction. Their results generally support the notion that pragmatic development can be enhanced through explicit awareness-raising techniques. It is claimed pragmatics should be thought because this will raise awareness of appropriate language use but it does not appear to be easily tranferable from first language.
This is evidenced by anumber of studies of classroom language learning and instruction in which some empirical evidences from research of L2 pragmatic production, judgement, perception, competence and proficiency are shown.
1.2 Background and study significance.
Important factors are required to design a specific program where learners` needs language competences are objectives need to be included. Two fundamental areas are part of the syllabus design where a contract is determined between the instruction and the student. That is the reason why a need - based syllabus is applied by using a holistic view ; which can be highlightened by the following characteristics ;
Focuses on communication and genuine everyday language rather than grammear which can help to reduce anxiety and tackle the panic,
Selects on the basis of what language items the learner needs to know according to the Common European Framework and Cambridge B2 Profile;
Aims to train the student to communicate effectively in order to complete the tasks in the certification, demonstrating a proficiency speaking competence.
1.3 The context of the research
Technology is helping human beings to improve many areas and processes. In language teaching it can be said that the use of technology is present in many classrooms of the world. This research describes the advantages of the use of theis type of materials to teach the English and succeed in high-stake tests is present in many classrooms of the world.
Developing leraners` communicative competence through oral and listening assessments using web
Sources
1.4 Objectives
The most important aims of the research are listed bellow:
To analyse the effect of collaborative activities using web sources and blended learning or learners` confidence andautonomy.
To analyse the effect of continuous assessment and leraner-centered-activities on leraner`s pragmatic and communicative competence

6. 
   Chapter summary
   

This introduction described what type of research will be carried out and the significance of the study. During the project, evaluations will be applied to determine important factors which can lead to a better improvement of the high-stake test training course and B2 leraner language performance.
Theoretical framework , methodology, analysis of the data and finel conclusions will be presented in the following chapters