Task-based languages learningclasses contain students of mixed abilities. It shows a gap-fill requiring students to differentiate between the uses of certain prepositions or verb forms a 'task', or is an activity which asks students to discuss the possible solution to a riddle a 'task'? You may well have your own views on this, certainly the colleagues who co-habit the staffroom in language learning. To conclude, all classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very challenging for the teacher. In these cases, it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them.These techniques have offered valuable contributions to the investigation of the reading process Many students might consider a 'task' such as discussing the possible solution to a riddle a diverting (interesting, amusing, etc) pastime, but may see no language learning aim involved
Task-based languages learningclasses contain students of mixed abilities. It shows a gap-fill requiring students to differentiate between the uses of certain prepositions or verb forms a 'task', or is an activity which asks students to discuss the possible solution to a riddle a 'task'? You may well have your own views on this, certainly the colleagues who co-habit the staffroom in language learning. To conclude, all classes are mixed ability to one extent or another. Extreme cases, when you have near native level speakers with beginners, can be very challenging for the teacher. In these cases, it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them.These techniques have offered valuable contributions to the investigation of the reading process Many students might consider a 'task' such as discussing the possible solution to a riddle a diverting (interesting, amusing, etc) pastime, but may see no language learning aim involved
| № | Имя автора | Должность | Наименование организации |
|---|---|---|---|
| 1 | Kodirov B.E. | teacher | University of Tashkentfor Applied Sciences |
| № | Название ссылки |
|---|---|
| 1 | [1]Fiorito L Teaching English for Specific Purposes (ESP). UsingEnglish.com. URL: http://www.usingenglish.com/teachers/[2][2]McCarthy M Vocabulary, Oxford: O.U.P., 1990. [3][3]Widodo HP Designing and implementing task-based Vocational English (VE) materials: Text, language, task, and context. In H. Reinders & M. Thomas (Eds.) Contemporary task-based language learning and teaching (TBLT) in Asia: Challenges, opportunities and future directions, London: Bloomsbury, 2015. Pp. 291-312.[4][4]Richards JC, Renandya WA, editors. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press; 2002. (Approaches and Methods in Language Teaching). http://doi.org/10.1017/CBO9780511667190. [5][5]Wu LF Technical college students' perceptions of English for specific purposes vocabulary learning and teaching. International Journal of English Language Education. 2014;2(1):176-189. https://doi.org/10.5296/ijele.v2i1.4987.[6][6]Kunanbaeva SS, Duisekova KK, Chaklikova AT, et al. Tipovye uchebnye programmy po distsiplinam GOSO. «Yazyki triedinstva» (Kazakhskii, russkii, inostrannyi). Almaty: Kazakh Ablai khan University of International Relations and World Languages; 2014. (in Russ.)[7][7]Yekibayeva NA, Khamitova AG Effectiveness of cognitive approach in teaching reading ESP texts. International Education and Research Journal. 2016;2(4):41-43.[8][8]Nation P, Meara P Vocabulary. In N. Schmitt (ed.) An Introduction to Applied Linguistics. London: Arnold; 2001.[9][9]Jordan RR English for academic purposes. Cambridge: Cambridge University Press; 1996. 10. Coxhead A Vocabulary and ESP. In B. Paltridge, S. Starfield (Eds.), The Handbook of English for Specific Purposes. Chichester: John Wiley & Sons, Inc.; 2013 |