This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
501 the origins of language curriculum developmentMsMax26
The document discusses the history and development of language curriculum. It describes how curriculum development involves determining learner needs, objectives, syllabus, teaching methods, and evaluation. Several historical methods are outlined, including the structural method from the 1930s-1960s. This method focused on vocabulary and grammar selection based on teachability, frequency, and learnability. Gradation approaches ordered content based on linguistic distance and communicative need. The assumptions behind syllabus design were that language consisted of vocabulary and grammar, learners had identical needs, and learning was determined by textbooks.
This document provides information about implementing English Language Development (ELD) Standards in the GISD school district. It introduces the WIDA ELD standards, which were adopted by the New Mexico Department of Education. The document explains that all teachers with English Language Learner (ELL) students must incorporate the ELD standards into their daily instruction to support both differentiation and language development. It also provides an overview of the WIDA language domains and ELD proficiency levels to help teachers understand student language abilities.
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
501 the origins of language curriculum developmentMsMax26
The document discusses the history and development of language curriculum. It describes how curriculum development involves determining learner needs, objectives, syllabus, teaching methods, and evaluation. Several historical methods are outlined, including the structural method from the 1930s-1960s. This method focused on vocabulary and grammar selection based on teachability, frequency, and learnability. Gradation approaches ordered content based on linguistic distance and communicative need. The assumptions behind syllabus design were that language consisted of vocabulary and grammar, learners had identical needs, and learning was determined by textbooks.
This document provides information about implementing English Language Development (ELD) Standards in the GISD school district. It introduces the WIDA ELD standards, which were adopted by the New Mexico Department of Education. The document explains that all teachers with English Language Learner (ELL) students must incorporate the ELD standards into their daily instruction to support both differentiation and language development. It also provides an overview of the WIDA language domains and ELD proficiency levels to help teachers understand student language abilities.
5 factors affecting language learning strategies use (slides)Lisa Kwan
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
This document provides an overview of language learning styles and strategies. It defines styles as general approaches to learning a language, such as visual or auditory styles. Strategies are defined as specific behaviors or thoughts used to enhance language learning. The document also distinguishes between second language learning, where the target language is used for everyday communication, and foreign language learning, where input in the target language is more limited.
The document discusses promoting learner autonomy and language awareness in language education. It defines learner autonomy as developing students' capacity for critical thinking, taking responsibility for their own learning, and giving up dependence on teachers. Teachers can contribute to autonomy by negotiating with students, encouraging strategy use, and allowing students to evaluate their own language performance. The document also discusses developing language awareness through validating students' linguistic backgrounds, examining language critically, and incorporating microstrategies like analyzing register into the classroom.
This document outlines a research proposal on student attitudes towards and uses of multiple languages in Timor-Leste. The proposal includes background information on Timor-Leste's demographics and languages. The objectives are to investigate student attitudes towards uses of multiple languages in education, explore factors influencing these attitudes, and inform future language policy. The research design involves a concurrent mixed methods approach using questionnaires and interviews of senior secondary and university students. The proposal provides a timeline and references literature on language attitudes.
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
- The document introduces new online teaching modules created by the College Board to support world language teachers.
- There are 10 modules on a variety of topics like developing listening, reading, speaking and writing skills, maintaining student motivation, and building effective world language programs.
- The modules are free, easy to access, and range from 45-60 minutes long. They provide strategies and resources to help teachers build success for their students.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
1) A structural syllabus focuses on teaching the grammatical rules and structures of a language. It breaks the language down into discrete grammatical points like verbs, nouns, and tenses.
2) A key feature is that students synthesize the analyzed grammatical structures into unconscious language use. The goals are for students to describe rules, judge grammatical correctness, and accurately use structures.
3) While structural syllabi allow for clear definition and measurement of grammar competence, critics argue it may mislead students and has limited applications due to problems with sequencing and transfer of knowledge to real communication.
A Power Point presentation about the Do's and Don'ts, as well as the guidelines and elements required and studied for several authors to achieve and conduct an appropriate Needs Analysis, especially in English for Specific Purposes (ESP).
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The document discusses learning styles and cognitive styles. It defines learning styles as an individual's natural and preferred way of absorbing and processing new information. The three main learning styles are visual, auditory, and kinesthetic/tactile. Cognitive styles refer to an individual's preferred way of perceiving, organizing, and representing information. Several models of cognitive and learning styles are examined, including Riding's cognitive styles analysis, Kolb's learning style inventory, and the Ehrman and Leaver construct. Assessing styles typically involves self-report questionnaires or performance-based tasks. The implications of understanding different styles for teaching and learning are also discussed.
Presentation on need analysis in second language curriculumyadavramshankar
This document discusses the importance of need analysis in developing an effective second language curriculum. It explains that need analysis is the first stage of the curriculum development process, where data is collected through methods like questionnaires to identify the needs, wants, desires and motivations of language learners. Understanding learner needs helps curriculum developers determine objectives and content for the curriculum. The document emphasizes that without conducting a need analysis, the curriculum may fail to properly identify its goals and be ineffective for teaching the second language.
This document summarizes a study about learning anxiety and learning styles of English majors at Chienkuo Technology University. The study aims to explore how learning anxiety and styles affect speaking development, investigate students' perceptions and expectations of speaking classes, and compare high-achievers to low-achievers. It reviews literature on foreign language anxiety, language anxiety, and learning styles. The methodology section outlines the participants, instruments used, and data analysis plan involving questionnaires, interviews, and statistical analysis.
Lecturers' Perceptions of English Abilities and Language Use in English-Mediu...Ali Karakaş
This document outlines a study conducted by Ali Karakaş at Southampton University that examined lecturers' perceptions of their own English abilities and language use at English-medium universities in Turkey. The study surveyed 33 lecturers across 3 universities using an online questionnaire. The results showed that lecturers generally rated their English proficiency as good or excellent, though some reported difficulties with speaking fluency. Lecturers' goals for academic language skills emphasized competence over native-like proficiency. They viewed Turkish students' English abilities less positively than non-Turkish students'.
Gemma Williamson - Reducing asymmetrical power relations in the language clas...gemmawilliamson
The document discusses using technology to empower learners and reduce asymmetrical power relations in an English language classroom in France with French and Chinese students. It proposes that technology can help equalize relationships between learners and teachers by providing additional opportunities for language practice. Some benefits include removing barriers like accents, allowing learners to create identities, and providing access to information. However, technology alone cannot change power imbalances and its use must consider attitudes, access, and cultural preferences to authority. If implemented correctly with learner input, technology has potential to balance classroom power dynamics.
Five factors that affect language learning strategies are:
1) Gender - Females tend to use compensation, affective, and metacognitive strategies more than males.
2) Motivation and attitudes - Motivation comes from instrumental reasons like career goals or integrative reasons like wanting to immerse in the culture.
3) Learning style - Analytic learners prefer strategies like rule-learning while global learners use meaning-finding strategies.
4) Aptitude - Aptitude includes abilities like identifying sounds, understanding word functions, figuring out grammar rules, and memorizing words.
5) Personality - Traits like extroversion, inhibition, anxiety, and self-esteem can
This document outlines a presentation about energizing world language curriculum with authentic materials. It discusses the definition of authentic materials, advantages and disadvantages of using them, strategies for finding and incorporating authentic texts, audio, videos and other media into lessons. Examples are provided of how to scaffold materials for different proficiency levels and assess student comprehension and engagement. Technology tools that can be used to interact with students and create multimedia projects incorporating authentic content are also presented.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
The document discusses getting students to write with more complex sentence structures than just subject verb. It was written by Tracy Brady, a teacher at East Syracuse Minoa. The hashtag #superlecny and Twitter handle @mmebrady provide context that this was a tweet about teaching writing skills.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
This document provides an overview of language learning styles and strategies. It defines styles as general approaches to learning a language, such as visual or auditory styles. Strategies are defined as specific behaviors or thoughts used to enhance language learning. The document also distinguishes between second language learning, where the target language is used for everyday communication, and foreign language learning, where input in the target language is more limited.
The document discusses promoting learner autonomy and language awareness in language education. It defines learner autonomy as developing students' capacity for critical thinking, taking responsibility for their own learning, and giving up dependence on teachers. Teachers can contribute to autonomy by negotiating with students, encouraging strategy use, and allowing students to evaluate their own language performance. The document also discusses developing language awareness through validating students' linguistic backgrounds, examining language critically, and incorporating microstrategies like analyzing register into the classroom.
This document outlines a research proposal on student attitudes towards and uses of multiple languages in Timor-Leste. The proposal includes background information on Timor-Leste's demographics and languages. The objectives are to investigate student attitudes towards uses of multiple languages in education, explore factors influencing these attitudes, and inform future language policy. The research design involves a concurrent mixed methods approach using questionnaires and interviews of senior secondary and university students. The proposal provides a timeline and references literature on language attitudes.
This document discusses English for Specific Purposes and the process of needs analysis to identify performance requirements and gaps in what is required versus present abilities. It outlines the steps in needs analysis, including deciding the objects of analysis, selecting data collection methods/instruments, collecting and analyzing data, and using the results to design courses and syllabi. Some methods of needs analysis mentioned are entry tests, class observations, questionnaires, interviews, and learner diaries. The document also discusses pedagogical, sociological, linguistic, and psychological considerations in needs analysis. It concludes by asking students to bring information on the group they will work with to start designing a needs analysis instrument.
Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
- The document introduces new online teaching modules created by the College Board to support world language teachers.
- There are 10 modules on a variety of topics like developing listening, reading, speaking and writing skills, maintaining student motivation, and building effective world language programs.
- The modules are free, easy to access, and range from 45-60 minutes long. They provide strategies and resources to help teachers build success for their students.
Applied linguistics (doing being applied linguists: the important of experience)Lina Karuniawati
APPLIED LINGUISTICS
DOING BEING APPLIED LINGUISTS: THE IMPORTANT OF EXPERIENCE
- 7 Case Studies in Applied Linguists:
1. Language-programme Evaluation
2. Literacy Acquisition
3. Pedagogical Grammar
4. Workplace Communication
5. Language and Identity
6. Assessing English as a Lingua Franca
7. Critical Pedagogy
1) A structural syllabus focuses on teaching the grammatical rules and structures of a language. It breaks the language down into discrete grammatical points like verbs, nouns, and tenses.
2) A key feature is that students synthesize the analyzed grammatical structures into unconscious language use. The goals are for students to describe rules, judge grammatical correctness, and accurately use structures.
3) While structural syllabi allow for clear definition and measurement of grammar competence, critics argue it may mislead students and has limited applications due to problems with sequencing and transfer of knowledge to real communication.
A Power Point presentation about the Do's and Don'ts, as well as the guidelines and elements required and studied for several authors to achieve and conduct an appropriate Needs Analysis, especially in English for Specific Purposes (ESP).
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
Needs Analysis
Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
Brown, J. D. 1995. Elements of Language Curriculum. Boston: Heinle & Heinle Publishers.
The document discusses learning styles and cognitive styles. It defines learning styles as an individual's natural and preferred way of absorbing and processing new information. The three main learning styles are visual, auditory, and kinesthetic/tactile. Cognitive styles refer to an individual's preferred way of perceiving, organizing, and representing information. Several models of cognitive and learning styles are examined, including Riding's cognitive styles analysis, Kolb's learning style inventory, and the Ehrman and Leaver construct. Assessing styles typically involves self-report questionnaires or performance-based tasks. The implications of understanding different styles for teaching and learning are also discussed.
Presentation on need analysis in second language curriculumyadavramshankar
This document discusses the importance of need analysis in developing an effective second language curriculum. It explains that need analysis is the first stage of the curriculum development process, where data is collected through methods like questionnaires to identify the needs, wants, desires and motivations of language learners. Understanding learner needs helps curriculum developers determine objectives and content for the curriculum. The document emphasizes that without conducting a need analysis, the curriculum may fail to properly identify its goals and be ineffective for teaching the second language.
This document summarizes a study about learning anxiety and learning styles of English majors at Chienkuo Technology University. The study aims to explore how learning anxiety and styles affect speaking development, investigate students' perceptions and expectations of speaking classes, and compare high-achievers to low-achievers. It reviews literature on foreign language anxiety, language anxiety, and learning styles. The methodology section outlines the participants, instruments used, and data analysis plan involving questionnaires, interviews, and statistical analysis.
Lecturers' Perceptions of English Abilities and Language Use in English-Mediu...Ali Karakaş
This document outlines a study conducted by Ali Karakaş at Southampton University that examined lecturers' perceptions of their own English abilities and language use at English-medium universities in Turkey. The study surveyed 33 lecturers across 3 universities using an online questionnaire. The results showed that lecturers generally rated their English proficiency as good or excellent, though some reported difficulties with speaking fluency. Lecturers' goals for academic language skills emphasized competence over native-like proficiency. They viewed Turkish students' English abilities less positively than non-Turkish students'.
Gemma Williamson - Reducing asymmetrical power relations in the language clas...gemmawilliamson
The document discusses using technology to empower learners and reduce asymmetrical power relations in an English language classroom in France with French and Chinese students. It proposes that technology can help equalize relationships between learners and teachers by providing additional opportunities for language practice. Some benefits include removing barriers like accents, allowing learners to create identities, and providing access to information. However, technology alone cannot change power imbalances and its use must consider attitudes, access, and cultural preferences to authority. If implemented correctly with learner input, technology has potential to balance classroom power dynamics.
Five factors that affect language learning strategies are:
1) Gender - Females tend to use compensation, affective, and metacognitive strategies more than males.
2) Motivation and attitudes - Motivation comes from instrumental reasons like career goals or integrative reasons like wanting to immerse in the culture.
3) Learning style - Analytic learners prefer strategies like rule-learning while global learners use meaning-finding strategies.
4) Aptitude - Aptitude includes abilities like identifying sounds, understanding word functions, figuring out grammar rules, and memorizing words.
5) Personality - Traits like extroversion, inhibition, anxiety, and self-esteem can
This document outlines a presentation about energizing world language curriculum with authentic materials. It discusses the definition of authentic materials, advantages and disadvantages of using them, strategies for finding and incorporating authentic texts, audio, videos and other media into lessons. Examples are provided of how to scaffold materials for different proficiency levels and assess student comprehension and engagement. Technology tools that can be used to interact with students and create multimedia projects incorporating authentic content are also presented.
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
The document discusses getting students to write with more complex sentence structures than just subject verb. It was written by Tracy Brady, a teacher at East Syracuse Minoa. The hashtag #superlecny and Twitter handle @mmebrady provide context that this was a tweet about teaching writing skills.
This document provides tips for teacher organization including collecting student papers, numbering materials, organizing by letter groups, using electronic lesson plans, binder clip organization, and noting sources for teacher discounts. It suggests a variety of organizational strategies and resources for classroom success.
This document provides an overview of the importance of considering the audience when giving a presentation. It discusses how having an audience benefits the presenter by providing purpose, focus, and opportunity for feedback. The audience also plays an active role by engaging with the presenter's ideas, which increases learning opportunities and motivation for both parties. The document then outlines presentational and interpretive speaking benchmarks for Novice to Advanced language levels, providing examples of presentation topics and interpretive listening activities.
The document discusses the system development life cycle (SDLC), which involves 6 main steps: 1) preliminary investigation, 2) requirements analysis, 3) system design, 4) system acquisition and development, 5) system testing, and 6) implementation and maintenance. It describes each step in detail, including gathering user requirements, designing and selecting a software model, testing the system, training users, and evaluating the results. The SDLC aims to efficiently develop high-quality software through a structured process of analysis, design, implementation, and maintenance activities.
Differentiated instruction in the lote classroommmebrady
This document provides an overview of Jennifer-RichWalter's model of differentiated instruction. It defines the essential elements of curriculum as content, process, and product. Content is the material being taught, process refers to how students make sense of the content, and product is the assessment. The nature of the student is also discussed, including a student's readiness, interests, and learning profile. Readiness reflects their current knowledge, interests are what they enjoy learning about, and learning profile is their preferred style of learning.
The document provides an overview of the system development life cycle (SDLC), outlining its 7 phases: 1) identifying problems and objectives, 2) determining information requirements, 3) analyzing system needs, 4) designing the recommended system, 5) developing and documenting software, 6) testing and maintaining the system, and 7) implementing and evaluating the system. Each phase is described in detail, explaining the typical activities, personnel involved, and goals. The importance of testing, maintenance, and evaluating systems is emphasized throughout the lifecycle process.
The document discusses the information systems life cycle, which includes stages like feasibility study, requirements analysis, system design, implementation, installation, and maintenance. It describes the waterfall model as a sequential process where each stage must be completed before moving to the next. However, this model does not allow for modifications, so prototyping is introduced as an alternative that can identify issues earlier and result in a more refined final system.
Popular third generation languages include C++, Visual Basic, and Java. C++ is widely used for hardware design. Visual Basic is relatively easy to learn with an
Computer languages allow humans to communicate with computers through programming. There are different types of computer languages at different levels of abstraction from machine language up to high-level languages. High-level languages are closer to human language while low-level languages are closer to machine-readable code. Programs written in high-level languages require compilers or interpreters to convert them to machine-readable code that can be executed by computers.
This document discusses different types of computer languages. It defines low-level languages like first generation languages (1GL) which use binary and second generation languages (2GL) which use assembly code. High-level languages like third generation languages (3GL) use words and commands closer to human language. Some examples of 3GL and high-level languages mentioned are C++, Visual Basic, Java, and JavaScript. C++ is described as a middle-level language combining high and low-level features while Visual Basic is an event-driven language and integrated development environment from Microsoft.
A programming language is a set of rules that allows humans to tell computers what operations to perform. Programming languages provide tools for developing executable models for problem domains and exist at various levels from high-level languages that are closer to human language to low-level machine code. Some of the principal programming paradigms include imperative, object-oriented, logic/declarative, and functional programming. Popular high-level languages include FORTRAN, COBOL, BASIC, C, C++, Java, and markup languages like HTML and XML.
Coding and testing in Software EngineeringAbhay Vijay
The document discusses various aspects of software engineering coding practices. It describes the coding phase where design is transformed into code and tested. It emphasizes the importance of coding standards and guidelines to ensure uniform and understandable code. It also discusses code review, documentation, testing approaches like black box and white box testing, and the objectives of testing.
There are four categories of computer languages: high-level languages, low-level languages, assembly language, and machine language. High-level languages are closer to human language and need translators to be understood by computers. Low-level languages are closer to machine language and do not need translators. Assembly language sits between high-level and machine language by using mnemonic codes. Machine language consists of binary and is the only language computers can directly understand. Translators like compilers, interpreters, and assemblers are used to convert between these language categories.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies a learner employs. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes research on various factors that influence language learning strategies. It discusses the teacher's mediating role in language acquisition and how their interactions with students can help develop language learning strategies. It also looks at how personality traits, language proficiency level, cultural background, age, gender, motivation, and language exposure can impact what strategies students employ. Research shows high proficiency learners tend to use more interactive strategies while lower levels rely more on memorization and external resources. Cultural background and amount of language exposure also influence strategy use.
The document summarizes a research study investigating Taiwanese students' perspectives on and adjustment to foreign teachers' teaching styles. It discusses the purpose of exploring mismatches between Taiwanese and foreign teaching/learning styles and attitudes. The literature review covers topics like culture, academic culture, teaching styles, learning styles and strategies. The methodology section describes conducting a questionnaire with 600 Taiwanese students and interviews with 3 foreign teachers and Taiwanese students across different types of schools.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Factors affecting language learning strategyAizud Din
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
English - Majored Juniors’ attitudes towards learning the academic writing co...AJHSSR Journal
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
Researching language learning beyond the classroomPhil Benson
This document summarizes research on language learning beyond the classroom. It finds that while 30% of research articles in one journal were classroom-based, most language learning occurs outside formal instruction. Research in this area examines topics like self-directed learning, media exposure, study abroad, and communities of practice. However, measurement studies and aptitude research typically rely on classroom samples, potentially biasing findings. More research is needed on variables, settings, and learner experiences beyond traditional classrooms.
This document summarizes a research study on Taiwanese students' adjustment to foreign teachers' teaching styles. The study aims to investigate Taiwanese students' perspectives on foreign teaching styles, how students adjust to different styles, and the influence of styles on learning attitudes. The researcher conducted a literature review on relevant topics like culture, academic culture, teaching styles, and learning styles. A mixed methods approach was used, with questionnaires distributed to 1000 students across six schools and interviews with 3 teachers and 3 students. Data was analyzed using SPSS and qualitative methods to understand students' experiences.
LEARNING STYLES OF SMPN 1 DAGANGAN STUDENTS AND THEIR IMPLICATION TO ENGLISH ...Zainal Arifin
This document summarizes a thesis that investigated the learning styles of students at SMPN 1 Dagangan Madiun in East Java. The study classified students into three competence levels (high, middle, low) and by gender. A questionnaire was used to identify students' visual, auditory, kinesthetic, tactile, individual and group learning styles. The results showed differences in learning style use between competence levels and some differences between genders. The study concluded it is important for teachers to be aware of students' diverse learning styles to better match teaching methods.
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“The state of the field effects of program type, personality, and language background of the teacher in second language classrooms”
1. “The state of the field: Effects of program
type, personality, and language
background of the teacher in second
language classrooms”
Amanda Brown
Assistant Professor of Linguistics, Syracuse University
Graduate Students:
Lily Jaffie-Shupe (USA), student in MA Linguistic Studies / Certificate of Advanced Studies in
Language Teaching, Syracuse University
Rebecca Smith (USA), student in MA Linguistic Studies / Certificate of Advanced Studies in Language
Teaching, Syracuse University
Tong Wu (China),student in MA Linguistic Studies / Certificate of Advanced Studies in Language
Teaching, Syracuse University
2. The State of the Field
Lily Jaffie-Shupe
Rebecca Smith
Tong Wu
Amanda Brown
Linguistic Studies Program (MA / CAS)
Syracuse University
5. Domestic Immersion vs. Study Abroad
•
Study abroad is perceived by many to be more
effective, but this is not always the case (Freed,
Segalowitz, & Dewey, 2004)
• Domestic study may actually produce more contact
hours in the TL than foreign study (Segalowitz & Freed,
2004)
● But these contact hours are primarily with instructors
(Dewey, 2004)
● Contact with host family may lead to shorter
utterances (Segalowitz & Freed, 2004)
• Domestic immersion may be a “warm-up” for study
abroad (Liskin-Gasparro, 1998)
6. Standard Courses vs. Intensive/Immersion
•
Highly concentrated instruction
seems to be more effective (McKee,
1983; Collins, Halter, Lightbown, & Spada, 1999;
Serrano, 2011)
●
●
Promotes group cohesion (Hinger, 2006)
Need more data comparing
intensive and immersion courses
7. References
Christian, D. (1996). Two-way immersion education: Students learning through two languages. Modern
Language Journal, 80, 66-76.
Collins, L., Halter, R.H., Lightbown, P.M., & Spada, N. (1999). Time and the distribution of time in L2
instruction. TESOL Quarterly, 33, 655-680.
Dewey, D.P. (2004). A comparison of reading development by learners of Japanese in intensive
domestic immersion and study abroad contexts. SSLA, 26, 303-327.
Freed, B.F. (1998). An overview of issues and research in language learning in a study abroad setting.
Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 31-60.
Freed, B.F., Segalowitz, N., & Dewey, D.P. (2004). Context of learning and second language fluency in
French: Comparing regular classroom, study abroad, and intensive domestic immersion programs.
SSLA, 26, 275-301.
Hinger, B. (2006). The distribution of instructional time and its effect on group cohesion in the foreign
language classroom: A comparison of intensive and standard format courses. System, 34, 97-118.
Liskin-Gasparro, J.E. (1998). Linguistic development in an immersion context: How advanced learners
of Spanish perceive their SLA. The Modern Language Journal, 82, 159-175.
McKee, E. (1983). The effects of intensive language instruction on student performance in beginning
college French. (Report no. FL013910). Washington, DC: Center for Applied Linguistics. (ERIC
Document Reproduction Service no. ED233601)
Segalowitz, N., & Freed, B.F. (2004). Context, contact, and cognition in oral fluency acquisition:
Learning Spanish in at home and study abroad contexts. SSLA, 26, 173-199.
Serrano, R. (2011). The time factor in EFL classroom practice. Language Learning, 61, 117-145.
8. The Role of Personality in the Second
Language Classroom
Rebecca Smith
resmith@syr.edu
9. Why personality?
•
It has been shown to impact a wide range of
life outcomes
●
•
Many people have strong opinions about it.
●
•
Ozer & Benet-Martinez (2005); Roberts, Kuncel,
Shiner, Caspi, & Goldberg (2007)
In a survey of 51 people, 78% believe having an
outgoing personality is key to language learning
success.
If it does impact language learning, teachers
may want to alter methods.
10. What does the research say?
•
Some studies have found tentative links
between personality traits and language
acquisition.
●
●
●
•
MacIntyre and Charos (1996)
Ehrman and Oxford (1995)
Verhoeven and Vermeer (2002)
However . . .
●
●
Many of these results are conflicting.
Personality is difficult to conceptualize and
measure. Different measurement systems and
methods have been used, making it difficult to
compare results.
11. So does personality affect language acquisition?
•
•
We really don’t know, despite all the
research that has been done. No significant
relationships have been found.
There is some evidence that personality
could affect how students learn languages
because it impacts strategy use.
●
Ehrman and Oxford (1989); Verhoeven and
Vermeer (2002)
12. Strategy Use and Personality
•
It may be beneficial for students to match
learning strategies to their preferences, based on
personality
●
•
Teaching students to use learning strategies,
especially metacognitive strategies, can be
helpful
●
•
Ehrman, Leaver, and Oxford, 2003
O’Malley, et al., 1985; MacIntyre, 1994; Nunan, 1997
It is unknown if there should be an explicit
focus on personality, though some suggest it.
Further research is needed.
●
Ehrman and Oxford, 1989
13. Variation in Strategy Use
• Regardless of how strategies are taught, teachers should be
aware of the learning strategies that underlie their
classroom activities.
• There should be variation in the strategies that students are
asked to use.
● This ensures that students with particular personality
types are not at a disadvantage (Nunan, 1997).
● Students may also learn what works best for their
learning preferences through exposure to different
strategies.
14. Take-home Message
•
•
Remember that despite the popular
perceptions, there is no evidence that
students with particular personality types
are naturally predisposed to be successful at
language learning.
Personality may affect the strategies that
students choose, but all students can learn to
use strategies effectively and be successful
language learners.
15. References
Ehrman, M.E., Leaver, B.L., & Oxford, R.L. (2003). A brief overview of individual differences in second language learning.
System 31, 313-330.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language
learning strategies. Modern Language Journal, 73, 1-13.
Ehrman, M.E., Oxford, R.L. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 79,
67-89.
MacIntyre, P.D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27, 185-95.
MacIntyre, P.D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication.
Journal of Language and Social Psychology, 15, 3-26.
Nunan, D. (1997). Strategy training in the language classroom: An empirical investigation. RELC Journal, 28, 56-81.
O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G., Russo, R., & Kupper, L. (1985). Learning strategy applications with
students of English as a second language. TESOL Quarterly, 19, 557-584.
Ozer, D.J. & Benet-Martinez, V. (2005). Personality and the prediction of consequential outcomes. Annual Review of
Psychology, 57, 401-421.
Roberts, B.W., Kuncel, N.R., Shiner, R., Caspi, A., & Goldberg, L.R. (2007). The power of personality: The comparative
validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes.
Perspectives on Psychological Science, 2(4), 313 – 345.
Verhoeven, L., & Vermeer, A. (2002). Communicative competence and personality dimensions in first and second
language learners. Applied Psycholinguistics, 23, 361-374.
16. A Review of Students’ Perceptions of Non-native Englishspeaking Teachers and Non-native English-speaking
Teachers’ Self-perceptions
Tong Wu
twu25@syr.edu
17. Overview
Two perceptions
•Students’
perceptions of NNESTs
• NNESTs’ self-perceptions
Comparison
•A
relationship between the two perceptions
Two aspects
•The
NNESTs’ teaching practices
•The NNESTs’ language proficiency
18. Comparison: Teaching Practices
Similarities:
•Ability
to anticipate the problems (language
learning experience)
•Good at teaching grammar
•Not enough L2 culture information
•Not enough opportunities for students to
communicate or practice their speaking skills
19. Comparison: Teaching Practices
Differences:
•L1
●
●
in class
NNESTs: support it
Students: Exposure not too much; but still helpful
•Teaching
●
●
●
method
Some NNESTs: support the traditional teaching (grammarfocused) method
Other NNESTs: do not support; focus more on
communication
Students: Negative attitudes towards the traditional teaching
method
21. Comparison: Language Proficiency
Differences:
•Accent:
●
●
NNESTs: A big limitation
Students: Not as much focus as for NNESTs
•Grammar
●
●
•
knowledge:
NNESTs: It is their strength
Students: Not enough knowledge to use grammar accurately
NNESTs are language models
●
●
●
Students: Yes
Some NNESTs: Yes
Some NNESTs: No (Limited language proficiency)
22. Take-home Message
•
•
•
Many similarities between student
perceptions and teachers’ self-perceptions of
non-native English speaking teacher status.
But also important differences in perceptions
of teaching methods and language
proficiency
How is this relevant for LOTE in the USA?
23. References
Alseweed, M. A. (2012). University students’ perceptions of the influence of native and
non-native teachers. English Language Teaching. 5(12), 42-53.
Beckett, G. H., & Stiefvater, A. (2009). Change in ESL graduate students’ perspectives on
non-native English-speaker teachers. TESL Canada Journal, 27(1), 27-46.
Benke, E., & Medgyes, P. (2005). Differences in teaching behavior between native and
non-native speaker teachers: As seen by the learners. In Llurda (ed.), Non-native
language teachers: perceptions, challenges, and contributions to the profession (pp.195–
216). New York, NY: Springer.
Butler, Y. G. (2007). How are nonnative-English-speaking teachers perceived by young
learners? TESOL Quarterly, 41(4), 731-755.
Cakie, H., & Demir, Y. (2013). A comparative analysis between NESTs and NNESTs based
on perceptions of student in preparation classes. International Journal of Social Sciences,
14(1), 36-47.
Cheung, Y. L., & Braine, G. (2007). The attitudes of university students towards nonnative speakers English teachers in Hong Kong. RELC Journal, 38(3), 257-277.
24. References
Dimova, S. (2011). Non-native English teachers’ perspectives on teaching, accents, and
varieties. TESL Reporter, 44(1/2), 65-82.
Hayes, D. (2009). Non-native English-speaking teachers, context and English language
teaching. System. 37(1), 1-11.
Jenkins, J. (2005). Implementing an international approach to English pronunciation: The
role of Teacher Attitudes and Identity. TESOL Quarterly, 39(2), 535-543.
Kachru, B. B.(1992). World Englishes: Approaches, issues, and resources. Language
Teaching, 25(1), 1-14.
Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and cons of
having a native speaker teacher? In Llurda (ed.), Non-native language teachers :
perceptions, challenges, and contributions to the profession (pp.217–242). New York, NY:
Springer.
Llurda, E., & Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary
school teachers. Language Awareness, 12(3), 220-233.
Ma, L. P. F. (2012a). Strengths and weaknesses of NESTs and NNESTs: Perceptions of
25. References
Ma, L. P. F. (2012b). Advantages and Disadvantages of Native- and NonnativeEnglish-Speaking Teachers: Student perceptions in Hong Kong. TESOL Quarterly,
46(2), 280-305.
Moussu, L. M. (2006). Native and non-native English-speaking English as a second
language teachers: Student attitudes, teacher self-perceptions, and intensive English
program administrator beliefs and practices. (Doctoral dissertation). ERIC
Document Reproduction Service (No. ED 492 599)
Paikeday, T. M. (1986). The native speaker is dead! The Modern Language Review, 81
(4), 957-959.
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher’s
self image: An international survey. System, 22(3), 353–357.
Todd, R. W., & Punjaporn, P. (2009). Implicit attitudes towards native and nonnative speaker teachers. System, 37(1), 23-33.
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