2YR upgrade EFL1 and EFL2 Teaching English as a foreign language advanced methodology Language testi

1
2YR upgrade EFL-1 and EFL-2Teaching English as
a foreign language (advanced methodology)Languag
e testing
2

• Requirements
• Exam at the end of the semester
• Teaching degree requirements
• CRP - Guidelines
• Final exam

3

• Course description
• Teaching English as a foreign language. Theories
  of language ability
• Awareness raising test-taking experience,
  language teaching and testing
• ELT methods and approaches
• Foreign language assessment
• Research in ELT
• Test-method and test-taker characteristics
• Classroom management
• Language test design and evaluation
• Teaching vocabulary
• Basic statistical tools
• Testing vocabulary
• Teaching grammar
• Testing grammar and use of English
• Teaching speaking
• Testing speaking
• Teaching reading
• Testing reading
• Teaching listening

4
Final exam in ELT methodology

• Topics
• Methods and approaches 1 The Grammar-Translation
  Method, The Audio-Lingual Method, The Direct
  Method
• Methods and approaches 2 Suggestopedia, The
  Total Physical Response Method, The Communicative
  Approach
• Classroom Management 1 Teacher and learner
  roles, teacher language
• Classroom Management 2 Student groupings,
  seating arrangements, teaching aids
• Teaching Vocabulary
• Teaching Grammar
• Teaching Listening
• Teaching Writing
• Teaching Reading
• Teaching Speaking
• Testing

5
Week 1

• Teaching English as a foreign language. Theories
  of language ability
• Awareness raising test-taking experience,
  language teaching and testing

6

• Teaching English as a Foreign Language Advanced
  Methodology and language testing
• READING LIST
• Common European Framework of Reference for
  Languages Learning, Teaching, Assessment (CEFR).
  Council of Europe. 2001 CUP.
• General methodology reference books
• Celce-Murcia, M. (Ed.) (1991) Teaching English as
  a second or foreign language. Budapest Akadémiai
  Kiadó.
• Davies, P. Pearse, E. (2000) Success in English
  teaching. Oxford OUP.
• Harmer, J. (1991) The practice of English
  language teaching. London Longman.
• Larsen-Freeman, D. (1986) Techniques and
  principles in language teaching. Oxford OUP.
• Scrivener, J. (1994) Learning teaching. Heineman
  Oxford.
• Stern, H. H. (1990) Fundamental concepts of
  language teaching. OUP Oxford.
• Willis, J. (1990) Teaching English through
  English. Longman London.

7

• Books on testing
• Alderson, J. C., Mária Cseresznyés (2003) Into
  Europe. Prepare for modern English exams. reading
  and use of English. Budapest Teleki László
  Foundation.
• Alderson, J. C., C. Clapham and D. Wall (1995)
  Language test construction and evaluation. CUP.
• Bachman, L. F. (1990) Fundamental considerations
  in language testing. Oup Oxford.
• Bukta, K. (Szerk.) (2008) Érettségi feladatok
  angol nyelvbol. Szeged Maxim Kiadó.
• Bukta, K., Gróf, Sz., Sulyok A. (2005) 7
  Próbaérettségi angol nyelvbol. Közép szint.
  Szeged Maxim Kiadó.
• Bukta, K., Gróf, Sz., Sulyok A. (2006) 7
  Próbaérettségi angol nyelvbol. Emelt szint.
  Szeged Maxim Kiadó.
• Bukta, K. Sulyok, A. (2007) 7 Plusz
  próbaérettségi angol nyelvbol. Szeged Maxim
  Kiadó.
• Cohen, A. (1994) Assessing language ability in
  the classroom. Heinle Heinle Publishers.
• Heaton, J. B. (1998) Writing English language
  tests. Longman London.
• Csépes, I., Együd, Gy. (2005) Into Europe.
  Prepare for modern English exams. The speaking
  handbook. Budapest Teleki László Foundation.
• Fehérváryné, H. K., K. Prizorn (2005) Into
  Europe. Prepare for modern English exams. The
  listening handbook. Budapest Teleki László
  Foundation.
• Hughes, A. (1991) Testing for language teachers.
  CUP Cambridge.
• Kontra, E. H. J. Kormos (2007) An introduction
  to language testing for teachers of English.
  Budapest Okker Kiadó.
• McNamara, T. (2000) Language Testing. OUP
  Oxford.
• Studies in Language Testing 7. (1999) CUP
  Cambridge.
• Tankó, Gy. (2005) Into Europe. Prepare for modern
  English exams. The writing handbook. Budapest
  Teleki László Foundation.
• Weir, C. (1993) Understanding and developing
  language tests. New York. Prentice Hall.

8

• Books different areas of ELT
• Grellett, F. (1981) Developing reading skills.
  CUP Cambridge.
• Hedge, T. (1991) Writing OUP Oxford.
• Morgan, J. and M. Rinvolucri (1986) Vocabulary.
  CUP Cambridge.
• Rinvolucri, M (1985) Grammar games. CUP
  Cambridge.
• Ur, P. (1996) Teaching listening comprehension.
  CUP Cambridge.
• Ur, P. (1981) Discussions that work. CUP
  Cambridge.
• Research methods
• Falus Iván. (1996) Bevezetés a pedagógiai kutatás
  módszereibe. Keraban Kiadó Budapest.

9

• Introduction
• terms, abbreviations and definitions
• Teaching is as old as mankind
• Language teaching
• History of teaching languages helps to understand
  the rationale of ESL and EFL teaching
• Classical Greek and Medieval Latin as lingua
  francas
• Search for a method (approach/technique) art or
  science?
• Language teaching and linguistics
• what is known about the nature of language
  (L1/L2)
• b) Language teaching and psychology
• what is known about the nature of the learner,
  of the learning/teaching process
• c) Aims of language instruction
• what the learner must be able to do with English

10

• Other sciences discoveries make apparent
  progress here it is slower
• Initially two approaches 1) using the
  language 2) analyzing it
• c) Aims of language instruction
• What makes teaching successful?
• success establishing goals and objectives
• to enable the learners a) to use the language
  for communication
• b) to read technical texts
• c) to memorise rules and vocabulary
• Communication first and last
• A general model of English teaching
• Creating conditions for learning
• dynamic lessons
• motivation

11
a) Language teaching and linguistics

• Applied linguistics and language teaching
  methodology language pedagogy
• Descriptive and historical linguistics
• Language as means of communication
• Chomsky (1965) competence vs performance
• Hymes (1972) added a sociolinguistic aspect
• Canale and Swain (1980) grammatical,
  sociolinguistic and strategic competencies
• Canale (1983) relates the framework to language
  teaching
• four competence areas
• Grammatical
• Sociolinguistic
• Discourse
• Strategic (when there is breakdown in
  communication)

12
The Bachman and Palmer model

• Bachman (1990) and Bachman and Palmer (1996)
  refine the framework further
• Strategic competence is redefined capacity to
  operationalise components of language ability
• Psychophysiological mechanisms comprise
• a) channel visual and auditory
• b) mode receptive and productive

13
Communicative language ability Knowledge
structures Language competence Strategic
competence Psychophysiological
mechanisms Context of situation

• Language competence
• Organizational Pragmatic
• Grammatical Textual
  Illocutionary Sociolinguistic
• v m s p/g c
  r i m h i s
  s s c

14

• Language use
• goal
• situational planning language
• assessment process competence
• plan
• execution psychophysiological
• mechanisms
• utterance

15
b) Language teaching and psychology

• Learning theory language learning
• What in known about the nature of the learner,
  learning process
• c) The aims of language instruction
• What the learner must be able to do in English
• What makes teaching successful?
• success establishing goals and objectives
• to enable the learners a) to use the language
  for communication
• b) to read technical texts
• c) to memorise rules and vocabulary
• Communication first and last
• A general model of English teaching (PPP)
• Creating conditions for learning
• dynamic lessons
• motivation

16

• Attributes of language teachers
• What makes a good teacher?
• an ability to give interesting classes, using the
  full range of their personality
• the desire to empathise with students, treating
  them all equally however tempting it is to do
  otherwise
• knowing all their names
• class management- the ability to control and
  inspire the class
• caring more about the students learning than
  they do about their own teaching
• How should teachers talk to students?
• the manner in which teachers interact with
  students should at all times be comprehensible,
  and, especially when giving instructions, it
  should be clear and well-staged.
• rough-tuning is that unconscious simplification
  which both parents and teachers make.
• experienced teachers rough-tune the way they
  speak to students as a matter of course, newer
  teachers need to concentrate their focus on their
  students comprehension.
• experienced teachers also use physical movements
  gestures, expressions, mime.

17

• How should teachers give instructions?
• two general rules
• 1) instructions must be kept as simple as
  possible
• 2) they must be logical
• teachers should always check that students have
  understood what they are being asked to do
• Who should talk in class?
• there is a continuing debate about the too much
  TTT (Teacher Talking Time) and not enough STT
  (Student Talking Time)
• getting students to speak - to use the language
  they are learning - is a vital point
• good teacher maximises STT and minimizes TTT
• good TTT may have beneficial qualities students
  get a chance to hear language which is certainly
  above their own productive level ( but which they
  can more or less understand) comprehensible
  input ( students receive rough-tuned input in a
  relaxed way)
• the best lessons are the ones where STT is
  maximised, but where appropriate moments during
  the lesson the teacher is no afraid to summarise
  what is happening, tell a story, enter into
  discussion, etc.
• to get the balance right.

18

• What are the best kind of lessons?
• 1) surprise and curiosity
• teachers sometimes can violate their own
  behaviour patterns
• 2) different tasks
• there are a number of different tasks with a
  selection of different topics, the students are
  much more likely to remain interested.
• How important is it to follow a prearranged plan?
• plan lessons which will have variety and are
  flexible
• balance have to be stuck between teachers
  attempting to achieve what they set out and what
  students are saying or doing on the other

19
Testing in EFL

• Test testing evaluation assessment
  feedback
• a measurement instrument designed to elicit a
  specific sample of an individual behaviour (gives
  evidence of the abilities which are of interest)
• Language teaching and testing
• the need for a change in the past they were
  separated
• a test should reinforce learning / motivate
  students to learn
• relationship between teaching and testing
  WASHBACK
• research should support teaching and testing
• influence of standardised tests and public
  examinations
• skill-based teaching - testing
• The four skills
• PRODUCTIVE RECEPTIVE
• ORAL SPEAKING LISTENING
• WRITTEN WRITING READING
• VOCABULARY GRAMMAR USE OF ENGLISH

20

• BASIC PRINCIPLES
• Test what you teach and teach what you test
• Test on a regular basis
• Give feedback quickly to students
• Make testing part of the learning process
• Make tests reflect the student level
• Avoid using tests for punishment
• Never use testing instead of teaching
• It is not the only measure for grading
• A test should be a sample of what you teach and
  what learners are trying to learn

21

• TEST TYPES
• oral written
• objective subjective
• internal external examination
• recognition - production
• aptitude
• placement
• diagnostic
• achievement
• proficiency

22

• ATTRIBUTES OF A GOOD TEST
• reliable measures performance consistently
• valid measures what it is supposed to and
  nothing else
• practical constraints time, money,
  expectations
• objective no judgment is required from the
  scorer
• analyzable washback
• BASIC PRINCIPLES OF TEST DESIGN
• commercial self-made tests
• item types
• task types and selection
• text types and selection
• dictionary use
• pilot