Raising the pragmatic awareness
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This document discusses strategies for raising students' pragmatic awareness in language learning. It recommends using examples from students' own experiences and cultures to illustrate pragmatic concepts like ritual politeness, apology speech acts, and cross-cultural miscommunications. The teacher should observe students and provide a focus for pragmatic analysis using students' first language. Students then practice data collection by recording native speakers and identifying contextual factors. The goal is for students to develop a good sense of pragmatic norms and how to analyze speech acts in order to apply pragmatic skills outside the classroom.
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This document outlines several principles of language learning and teaching according to Brown and Lee's model from 2014 and 2015. It discusses the importance of automaticity in moving from controlled practice to more fluent language processing. It also emphasizes the role of transfer between existing knowledge and new skills, intrinsic reward and motivation, self-regulation in taking control of one's learning, developing investment in the language and culture, and understanding the connection between language and cultural understanding.Kurt Kohn (2019). Lingua franca pedagogy. Emancipating the foreign language l...
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Based on a social constructivist understanding of communication and foreign language learning, this talk introduces a pedagogical lingua franca (PLF) approach. Intercultural telecollaboration exchanges enable learners of different linguacultural backgrounds to met up with each other in intercultural zones of communicative and communal interaction and to use their common target language as a pedagogical lingua franca. The PLF approach encourages speaker-learners to develop their own requirements of communicative and communal success and to use them as beacons of orientation when creatively appropriating the language taught for their own needs and purposes. Case studies carried out in secondary school settings in the European context provide evidence that the PLF approach significantly strengthens the emancipatory quality of intercultural foreign language learning. UNESCO_ALS_LS1_ENGLISH_M03_SG (V1.1).pdf
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This document provides session guides for a module on expressing opinions for junior high school students. The first session guide covers identifying subjects and verbs, and subject-verb agreement. It includes a pre-test to assess students' current understanding, a presentation defining subjects and verbs and the subject-verb agreement rule, an activity identifying subjects and verbs in sentences, and an analysis of subject-verb agreement with examples. The goal is for students to understand what constitutes a subject and verb, and to apply the rule of subject-verb agreement in simple sentences.Task 3 assess english learners group 14
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The document discusses evaluating English learners with special needs. It proposes a written comprehension evaluation where students read a story created by the teacher and answer questions about it. This allows the teacher to assess each student's level of reading comprehension. It also proposes a visual activity where students watch an animated short about a value (e.g. friendship) in English and then draw what value they identified, allowing the teacher to evaluate their understanding. The evaluations are designed to be accessible to students with learning difficulties and provide data on each student's comprehension level.Film Language
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This document discusses film education and how it can be used to teach foreign languages. It provides an overview of the resources available from Film Education, a UK charity that has worked since 1985 to incorporate feature films into curriculums. These resources include free educational materials, teacher training, and film festival trips. The document also outlines how using film can increase student motivation to learn languages and improve linguistic, cultural and critical thinking skills through activities analyzing film techniques, themes and language.Didactic sequence- English version
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This document outlines an 8-session didactic sequence for teaching English to 6th grade students. The sequence focuses on present continuous tense, prepositions of place, and children's rights and responsibilities. A variety of activities are used including videos, songs, games, and blog writing. The goal is to encourage students' oral and written English production while promoting respect and inclusion. Student progress is evaluated through written activities integrating all topics covered.oral-communication-week6_codhakdhampress.pdf
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School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form School Form Stressing the importance of the native language
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The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.Stressing the importance of the native language
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The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.Stressing the importance of the native language
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The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.MS.JANE-DEFENSE.pptx
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This document discusses a proposed study that aims to determine the relationship between media exposure and language proficiency among Grade 11 students in Malamig National High School. The study would assess students' exposure to various media sources and their proficiency in vocabulary, grammar and comprehension. Statistical tests would be used to analyze the relationship between media exposure and proficiency. Based on the results, the study aims to propose a media-guided language development program to enhance students' English language abilities.Using Authentic Videos to Improve English Listening Skills of Dong Nai Techno...
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Since English communication skills are crucial for students to have good careers in the future, this paper aims at finding the difficulties that students at Dong Nai Technology University encounter when learning listening skills and how multimedia learning materials can help them improve these skills. Students have critical difficulties in English listening because most of the Vietnamese high schools pay more attention to grammar, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this vital skill in their classes. In this paper, the researchers reviewed the terms listening, factors causing learning listening difficulties. The review of literature indicated that when teachers are aware of students listening difficulties they can help their students to develop effective listening strategies and finally solve students difficulties in listening English as well as improve students listening abilities. Ha Thi Yen Nhi "Using Authentic Videos to Improve English Listening Skills of Dong Nai Technology University Non-English Majored Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38334.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38334/using-authentic-videos-to-improve-english-listening-skills-of-dong-nai-technology-university-nonenglish-majored-students/ha-thi-yen-nhi
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This document is a research paper on the deficiencies in the communicative learning process of 8th grade students at Institucion Educativa Simon Bolivar. It was observed that students often refuse to participate in activities and have difficulty obtaining cognitive growth. The research aims to improve listening and speaking skills through mediated pre-and post-time processes using pedagogical practices with real-world contexts. A sample of 16 students was chosen randomly from a class of 33 students between ages 11-15 to analyze their English learning process. It was found that the school had focused on grammar translation and writing skills, leaving speaking and listening underdeveloped. The research proposes using task-based learning and ICT to create communicative environments and improve speaking skills Observing learning and teaching in the second language classroom
Observing learning and teaching in the second language classroomAlobaidi77
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Final Session 6 Presentation Employing Vocabulary Instruction for Effective W...RochelleZorillaRamos
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This document summarizes a presentation on vocabulary instruction for literacy. It discusses how vocabulary is an important part of the reading curriculum. Effective vocabulary instruction includes both implicit methods like read-alouds and explicit instruction of specific words. Teachers should utilize word-learning strategies like dictionary use, morphemic analysis, semantic mapping, and repeated exposures. The goal is to help students develop a large vocabulary to improve reading comprehension, decoding, and fluency.Final Session 6 Presentation Employing Vocabulary Instruction for Effective W...
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DINAS PENDIDIKAN KAB. WONOGIRI
MUSYAWARAH KERJA KEPALA SEKOLAH (MKKS)
SMK KABUPATEN WONOGIRI
ULANGAN UMUM SEMESTER GENAP
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LEMBAR SOAL
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : Sekolah Menengah Kejuruan ( SMK )
Kelompok : BM & TI
Prog. Studi / Keahlian : Semua Program Keahlian
Kelas : XI ( Sebelas )
Hari / Tanggal : Selasa, 1 Desember 2015
Waktu : Pukul 07.30 09.30 WIB (120 menit)
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Russian air links between Russia and Egypt will be cut for several months according to the Kremlin's chief of staff. He said flights would be stopped for a long time, at least several months, as a preventative measure until the reasons for the crash of the Russian plane in Egypt last month that killed 224 people are fully established. Security systems need improving in locations in Egypt where Russian planes fly like Sharm el-Sheikh, Hurghada, and Cairo. Remaining Russian tourists are leaving Sharm el-Sheikh with only carry-on luggage on special flights while checked bags are sent separately.Kisi kisi uas gasal kelas xii 2015-2016 kuritilas
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KISI KISI UJIAN AKHIR SEMESTER GASAL KELAS XI SMK TAHUN 2015/2016
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religy all about sholat
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Dokumen tersebut membahas manfaat kesehatan dari gerakan shalat yang dilakukan dengan benar dan khusyuk secara fisik dan psikologis. Secara fisik, setiap gerakan shalat seperti takbir, ruku, sujud, dan duduk dapat meningkatkan sirkulasi darah dan fleksibilitas otot dan tulang. Secara psikologis, shalat seperti shalat qiyamulail dapat menurunkan stres dan meningkatkan daya
Language, thought, and meaning
Language, thought, and meaningVocational High School
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This document discusses different theories of meaning and thought. It describes Frege's account of meaning, Russell's view of propositions bearing truth and falsity, and 20th century theories linking meaning to use. It also discusses views that thought involves a language of thought separate from natural languages, as well as social and contextual views of meaning determined through social practices and communities.Raising the pragmatic awareness
- 1. Raising the pragmatic awareness Norminingsih Fitriani S 200 110 020 N.Vietrieannee-eM. Pe. Be-2011
- 2. Capturing students interest & curiosity Potentially problematic intersection providing a focus Choose a specific data N.Vietrieannee-eM. Pe. Be-2011
- 3. TEACHER Keen observer field note to completing the data & train the student to be good observer Introducing pragmatic Potentially challenging incidents Ritual politeness Apology speech act Cross cultural (mis) communications Potentially problematic intersection N.Vietrieannee-eM. Pe. Be-2011
- 4. Eslamis sample 1st Page 48 =Students able to share other personal cases of problematic interactions from their own experiences / watching movies and program in the target language. N.Vietrieannee-eM. Pe. Be-2011
- 5. 2nd example ritual politeness (taarof) The differences in the directness level in the speech act of suggesting Persian and English , required to refuse the suggestion for the gift , has strong social convention = resulting in the initiators stronger insistence = consideration and concern for the guests needs N.Vietrieannee-eM. Pe. Be-2011
- 6. 3rd example apology speech act I do apologize profusely . Cross cultural differences Iranian = intensely they apologize is in differences formulas English = I am sorry / + quantifiers, increasing intensity N.Vietrieannee-eM. Pe. Be-2011
- 7. providing a focus By using student L1 student are able to recognize the pragmatic dimension of speech act = develop a good sense of what look for in conducting a pragmatic analysis. Discus about apology various strategy & performing the speech act N.Vietrieannee-eM. Pe. Be-2011
- 8. Collecting the data Observation student become the researcher themselves Record native speaker Detecting the contextual factor data collection audiocassette, videocassettes television, authentic data. N.Vietrieannee-eM. Pe. Be-2011
- 9. Highlight in collecting the data on promoting students awareness of pragmatic issues and that transitioning to the next step, practising and using speech acts, is in no way less important. N.Vietrieannee-eM. Pe. Be-2011
- 10. Critical issues for pragmatic ability as a eaching goal 1. Second language learners may want to actively create both a new interlanguage and an accompanying identity in the learning process. 2. Second language learners desire for observing native speaker pragmatic norms or flouting NS pragmatic conventions is shaped by learners views of themselves, their social position in the target community and in different contexts within the wider L2 environment, and by their experience with native speakers in various encounters. N.Vietrieannee-eM. Pe. Be-2011
- 11. Highlighting in Eslamis journal to emphasize in this paper is the importance of the general development of pragmatic awareness that we instill within our students so that they can figure out pragmatic meaning when they encounter it outside our classrooms. N.Vietrieannee-eM. Pe. Be-2011