Next, classroom learning motivation where it refers to the motivation needed in classroom situation or any specific situation. This motivation could be influenced by factors associated with language class. He stated that both of this motivation is very operative but then it operates on individual at the given time
The questionnaire was created based from the questionnaires given to the students to know the teacher’s perception towards the student’s motivation and attitude towards second language learning. 3.4 Data Collection This section will discuss on how the data will be analyzed. The data are collected through questionnaires. 3.4.1 Questionnaires The questionnaire given to the subjects was to determine and identify the subjects’ type of motivation and attitude towards second language learning. The data were collected and tabulated in a table form.
In this assignment I will be discussing the methods of assessment. There will be analysis of what methods teachers have and how the types of methods impact and support the learners in their education and learning experience. According to Gardner (2012) the most vital aspect within education is assessment. There are four key areas of assessment. These areas contrast and are intended to assess a learner’s knowledge and understanding.
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
As a matter of fact, individual differences can be among the predictive factors of educational success specifically in foreign or second language learning. Dörnyei and Skehan (2005) regard learners differences such as aptitude,styles and strategies as a sub-area of second language acquisition. Quoting from Oxford (1990) and Wenden (1991), they also claim that "language learning strategies" reflect learner's active contribution to enhancing the effectiveness of his or her learning. Individual differences consist of several factors such as age, gender,aptitude, motivation, personality, styles,etc among which personality will be discussed comprehensively in section
The paper consists of introduction, literature review part, methodology (textbook, target audience, framework, procedure subsections), implications and conclusion. Literature Review In this part of the paper some background information about profiling vocabulary in second language learning will be introduced. Moreover, the literature about frameworks for ESL/EFL textbooks review and evaluation will be observed. Then, the gap will be identified, according to the purpose of current project. Profiling vocabulary Vocabulary profiling is a method that profiles learner’s corpora in order to explore vocabulary features in terms of collocation and frequency.
Cognitive learning strategies involve the mental or physical manipulation of the material to be learned. The strategies are resourcing, grouping, note taking, and elaboration. Teachers model, rehears, and support students the use of learning strategies in the classroom. Social/affective learning strategies interconnect the cognitive and the sociocultural dimensions of the biography. This kind of strategies considers two levels: the individual level and the interactive level.
THE PROBLEM AND ITS BACKGROUND Introduction Error treatment is a complex phenomenon and it is important to note that error correction is a subcategory of error treatment. Brown (2007) clarifies this, such that “Error treatment encompasses a wide range of options, one of which – at the extreme end of a continuum – may be considered to be a correction” (p. 348). Richards and Schmidt (2010) define error correction as “strategies used by a teacher or more advanced learner to correct errors in a learner’s speech” (p. 185). Corrective feedback is a means of offering modified input to students which could consequently lead to modified output by the students. Corrective feedback may be referred to as negative feedback, negotiated help or error correction.
It is a process of gathering and interpreting evidence to make judgments about student learning. It can be used to practice, plan curriculum, and to reflect on teachers teaching method. It also help us to provide information to parents, children and also administrators. Different ways of assessment are being used to allow the teacher to decide which instructional strategies are essential and which need to be changed. Formative, summative, traditional, alternate are ways of assessment.
Meisel, Clahsen and Pienemann (1981), for example, have explained that learners’ progress through these stages depends on their psycholinguistic processing abilities. Pienemann (1984; 1985; 1989) formulated a ‘teachability hypothesis’ which is predicated on the psycholinguistic research in second language acquisition. On the basis of Pienemann's hypothesis, instruction should proceed in a manner to target a learner’s next developmental level so as to be more effective than the one which targets features distant from the learner’s current level. Those features which are subservient to instruction at specific times are termed ‘developmental’ and those which are considered to respond to instruction at just about any time are termed ‘variational’ (Pienemann 2005). Mitchel et al.