英语教学法教程1415LearnerDifferencesandLearnerTraining.ppt

English Language Teaching Methodology,Unit 15 Learner Differences and Learner Training,Outline,Presentation: Assessing language achievement A brief revision of Unit 14 Unit 15 Assessment in Language Teaching,Presentation: Task 6 (p.255),Suppose you have been teaching a Senior 1 class for a year. Now you are given the chance to assess the students overall language achievement in whatever methods you like. How would you do it? Write out your steps and reasons for doing so.,A Revision of Unit 14 Assessment in Language Teaching,What is assessment? How is it different from evaluation and testing? The purpose of assessment The methods of assessment The criteria for assessment The principles for assessment Tests in language assessment,14.1 Understanding assessment,Test: usu done at the end of a learning period; result by a mark; ss test scores are compared with each other Assessment: involves the collecting of information or evidence of a learners learning progress and achievement over a period of time for the purposes of improving teaching and learning. Forms of assessment: tests, comment from T, Ts observation notes, ss self-assessment sheets, samples of ss work, etc. ss achievement is measured against his own starting point. Evaluation: a whole range of issues in and beyond language education; produces a global view of achievement based on many different types of information Evaluation is the most general of the three concepts, for decision-making purpose. Assessment focus on the learning progress and process-oriented, for the purposes of improving teaching and learning. Test is one instrument of assessment, focusing on the result of learning.,14.2 Assessment purposes,14.3 Methods for assessment,Summative and formative assessment Teachers observations Continuous assessment Self-assessment and peer assessment Project work portfolios,14.4 Criteria for assessment,Criterion-referenced assessment: based on a fixed standard or a set of criterion. Norm-referenced assessment: to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. (relative) Individual-referenced assessment: based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability.,Advantages and disadvantages of different assessments,14.5 Assessment principles p.257,Law and Eckes (1995:9): Assess authentic use of language in reading, writing, speaking and listening. Assess literacy and language in a variety of contexts. Assess the environment, the instruction, and the students. Assess processes as well as products. Analyze patterns of errors in language and literacy. Base assessment on normal developmental patterns and behavior in language and literacy acquisition. Clarify and use standards when assessing reading, writing, and content knowledge. Involve ss and parents, as well as other personnel such as the ESL or mainstream teacher, in the assessment process. Make assessment an ongoing part of every day.,14.6 Test formats/testing techniques,Ten most frequently used test formats: Questions and answers T or F Multiple-choice Gap-filling or completion Matching Dictation Transformation Translation Essay writing interview,Unit 15 Learner Differences and Learner Training,How learners are different? What is learner training? What can we do in learner training? How can we help learners to become more autonomous?,15.1 Understanding learner differences,People learn in different ways. “Some people have an instinctive ear and like learning from hearing and listening, while others prefer action such as making things with their hands, and walking about” (Lavery, 2001:13) Different people have different learning styles.,15.1.1 Eight different types of learners (Reid, 1998),Visual learners (learn through eyes/seeing) Auditory learners (learn through the ear/hearing) Tactile learners (learn through touch/hands-on activities) Kinesthetic learners (learn through body experience) Group learners (learn through working with others) Individual learners (learn through working alone) Authority oriented learners (learn by listening to the teacher) Reflective learners (learn through reflections) A variety of tasks should be given in each lesson so as to help ss learn in different ways. Good language learners use a combination of styles.,Activity: Task 3 p.265,What can teachers do to meet the needs of different learners? (Cheng & Banya, 1998) Ts have to be aware of ss learning styles as well as their own learning/teaching styles. Ts have the responsibility to provide multiple opportunities for ss to develop/expand different LS. Ts need to take risks to integrate more teaching styles into class preparation. Ts should encourage ss to try different ways of learning and adjust themselves to different LS, because certain LS are more appropriate in certain learning situations and for some special learning purposes.,15.1.2 Multiple intelligence theory p.266,Proposed by Howard Gardner (1983, 1992), an American psychologist. Intelligence does not exist in one single form like IQ. It is not static either. Peoples intelligence can exist in many different forms and can develop and be developed over a life time. In china, our emphasis of school education has long been laid on the academic achievements in language and logical thinking skills, ignoring the development of other intelligences. “Poor” students in language or logical thinking may prove themselves to be very intelligent in other areas, which unfortunately remain undiscovered or unrecognized by the formal school system.,Multiple intelligences pp.266-267,Gardner proposes 7 intelligences: Verbal/linguistic intelligence Musical intelligence Logical/mathematical intelligence Spatial/visual intelligence Bodily/kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence Teaching should be able to develop as much as possible ss different potentials in their intelligences.,How to develop ss intelligences?,Assignment: Task 5 pp.267-268 Study the table. Choose a text from Appendix 2 (or other topic). Design activities for the development of different intelligences and explain your design. Discuss in groups, and report to the class next week. Refer to Task 7 (p.272) for ideas.,What are your strong and weak intelligences?,Activity: Task 6 pp.269-271.,15.2 Learner training in language teaching,Activity: Task 8 p.273 Reflect on your own learning experiences in the past. What were some of the ways that you find most effective in improving your learning? Helping ss learn how to learn has become increasingly important than just telling them what to learn. “授人以鱼不如授人以渔” The National English Curriculum has stipulated in the objectives the need to help ss develop effective learning strategies (cognitive, self-management, communication, resourcing). Please refer to p.45.,Definition of learner training,Teachers need to incorporate learner training into the language course and make it an integral part of it. What is learner training? Ellis & Sinclair (1989:2): learner training focuses on the process of learning rather than the product of learning, emphasizing how to learn rather than what to learn. Gallacher (2005): learner training is about developing ss awareness of how they learn and about developing strategies to help them learn. The intention is to make learners take more responsibilities for their own learning so that eventually they can become independent and autonomous learners.,15.3 Contents and procedures for learner training,What can teachers do to help learners learn how to learn? Dickinson Practice in self-direction, e.g. activities which provide learners with opportunities to make choices about their learning.,Ellis & Sinclair (1989) proposes two stages for learner training: Preparation for language learning -raise awareness about oneself (motivation, interest, learning styles) -know what learning strategies are, strengths and weaknesses in learning Skills training -give learners the knowledge and practice of different learning strategies,15.4 Guidance/procedures for learner training pp.275-282,Involve ss in an overview of the textbook at the beginning Topics, structures, functions, skills to be learned in each unit (See example on p.276) Involve ss in finding about themselves Expectation from the course, time management, confidence, resources (See example on p.277) Introduce ss to a number of different learning strategies no single strategy will be appropriate for all learners or for all tasks, and individual learners can and should apply the various strategies in different ways, according to their personal language learning needs. (Cohen, 1998:69) (See example on p.278),Help learners set up their own learning goals and make their own plans Ask ss to write 3 resolutions at the beginning of a new year/term, and tell them to make them realistic, achievable and specific. At the end of the term, ask ss to self-assess. (See example on p.279) Share lesson aims with ss in class and review them by the end of the lesson At the beginning of the class, T shares the aims of the lesson with ss, explains them, and reminds ss of the aims (whether theyve achieved) by the end of the lesson. Use learner diaries as a way to help ss reflect on their learning With lower level ss, T can give questions to answer related to their learning. With higher level ss, T asks ss to write freely about their learning. Asking ss to keep a learning diary is a good way to promote reflection on learning. (See example on pp.280-281),Guide ss to make plans for learning Make a specific plan for actions. Use portfolios to promote more autonomous learning Using portfolios is a great way to help ss review and reflect on what they have done over a period of time. It gives them the chance to learn to organize their work and self assess their learning. (Refer back to p.254) Help ss learn to use resources Ryan (1997) suggests 3 steps in helping ss to use resources: A consciousness-raising discussion of available resources; T models by presenting and practising some techniques to exploit re