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this paper section is concerned with the assessing of writing, the evaluator will be the main angle from which the EFL writing teacher is being viewed. In order to respond to students’ writing in a proper way, the following things are needed: a sample …
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(pair- or group-writing), guided or free, intended or not intended for formal grading. Moreover, the portfolio may feature not only finished pieces, but also drafts, outlines, etc., so that the student’s text production skills can be evaluated. Although …
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« Holistic marking — the evaluator is provided with the criteria according to which the piece is to be judged. As a result, the evaluator produces a single grade from asingle rating scale. e Analytic marking — suggests evaluating a written piece using …
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Research findings and conclusions: 1. 28 Review. oF 4. ESP writing should be tested in order to trace the students’ progress in exploiting various language strategies. To achieve this, the precise areas that to be tested should be located. Testing can …
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situaciją (t-y. konkrečios studentų grupės reikmes) ir į tikslinę situaciją (ty. kokiy rašymo įgūdžių ir kokių žanrų konvencijų išmanymo reikės ateities profesinėje veikloje). Išnagrinėjusi svarbiausius klausimus - testų kūrimą, mišraus metodo taikymo …
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L'ENSEIGNEMENT DU FLE DANS LE CONTEXTE DU PLURILINGUISME Université Européenne des Sciences Humaines, Biélorussie Les quatre domaines qui se déssinent à peine sur les horizons pédagogiques de l’Europe: éducation plurilingue, la continuité de …
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Continue 2-éme année A1-36 A2-13 A2-10 B1-71 A2-B1-25 B2-10 B2-62 B1-18 B2-C1-10 C1-13 B2-4 C2-15 Les problèmes qui ont surgi dès le début concernent toutes les langues y compris le français — langue étrangère. Premièrement, évaluation des pré-acquis …
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KALBY MOKYMAS IR MOKYMASIS DAUGIAKULTŪRĖJE IR DAUGIAKALBĖJE LANGUAGE TEACHING AND LEARNING IN MULTICULTURAL AND PLURILINGUAL Vilniaus …
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747 KALBŲ MOKYMAS IR MOKYMASIS DAUGIAKULTŪRĖJE IR DAUGIAKALBĖJE EU ph yO (OPN LANGUAGE TEACHING AND LEARNING IN MULTICULTURAL AND PLURILINGUAL ELTUIUE PROP Ou …
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KALBU MOKYMAS IR MOKYMASIS DAUGIAKULTUREJE IR DAUGIAKALBEJE E= Ue Rn@rr Paros E Moksliniy straipsniy rinkinys LANGUAGE TEACHING AND LEARNING IN MULTICULTURAL AND PLURILINGUAL FS UR Oa Selected papers Sudaré | Compiled by LORETA CHODZKIENE Vilniaus …
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RECENZAVO / REVIEWED BY Doc. Dr. Nijolė Bražėnienė (Chair, Vilnius University) Doc. Dr. Vita Banionytė (Vilnius University) Dr. Dalia Bukauskaitė (Vilnius University) Dr. Jurgita Daugmaudytė (Vilnius University) Prof: Rodandas Vitalius Idzelis (Vilnius …
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TURINYS / CONTENTS Rod Bolitho. Chickens and Eggs: Motivation in Teaching and Learning + 9 Francine Cicurel. Lire en classe de la littérature: réflexion sur la notion de posture de lecture + 18 Jiirgen Quetz. The Common European Framework of Reference for …
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Roma Kriaučiūnienė. The Moral Dimension of English Language Teaching Process + 172 Juan Ignacio Oliva Cruz. Literature and Language Teaching: a Multicultural Approach + 180 Irina Orlova. Testing and Assessing Writing in the Context of ESP Classroom « 188 …
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CHICKENS AND EGGs: MOTIVATION IN TEACHING AND LEARNING Rod Bolitho Norwich Institute for Language Education, UK 1. Factors affecting learner motivation Learners of foreign languages may be subject to a wide range of pressures and influences which affect …
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Within this first set of factors, the range of motivation types between instrumental (referring to the potential benefits of acquiring a foreign language) and integrative (based on posi- tive attitudes towards the target language) suggested by Gardner & …
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Greek in an evening class as an adult came to nothing because I was so irritated by the teacher’s authoritarian manner and her unwillingness to let us ask questions about the language. I stuck it out for seven sessions but eventually left when I realised …
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learners’ mistakes that will raise or lower their self-esteem and levels of anxiety, and by proxy their motivation. Each of these ‘lesser’ factors is of key importance in determining whether a learner sees her encounters with the foreign language as …
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needed, sometimes so much that our learners become over-dependent on us, to the detriment of their own development towards autonomy. Working with English teachers in and from many different contexts, I have also been struck by the degree to which so many …
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The physical environment has a part to play, too. If the staffroom is shabby and uncomfortable, or resources for teaching inadequate, there is likely to be an impact on teachers’ self-esteem, and they can easily lose their appetite for selfless dedication …
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teacher is glad to be able to throw herself fully into the job, as is often the case, for example, when a woman returns to teaching after raising young children. 2.4. Negative influences Some important negative influences have been discussed in the three …
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4. Conclusions With all the complex, issues involved in motivation, it may sometimes seem that there is not much we can do to influence it, either in teachers or in learners, but that is far from the case. Thus, in this final section, I venture a few …
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e How often do you reward yourself with a treat or a pat on the back for all the selfless hard work you put in for your learners? e At what moments do you feel really good about your job? It may sound like a truism, but if we feel good about ourselves and …
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LIRE EN CLASSE DE LA LITTERATURE: REFLEXION SUR LA NOTION DE POSTURE DE LECTURE Francine Cicurel Université Paris 3-Sorbonne nouvelle, centre de recherches Diltec, France Toute activité créatrice nécessite un partenariat: que serait une partition non …
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monde et à son actualité, et des textes littéraires - vaste ensemble hétérogène qui comporte des genres plus ou moins codés (poésie, roman, théâtre..). Il ne peut y avoir la même posture lectorale face à des textes divers et des situations très …
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Se construire un patrimoine: une posture d'appartenance On peut aussi considérer le statut de pérennité que possède les «grands textes» littéraires (voir pour la posture dans la lecture philosophique Cicurel 2004) et essayer de s’interroger sur les …
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le sens du réel à travers la représentation littéraire qu’ils en donnent. Barthes insiste sur la force de représentation du réel que possède la littérature, trace de l’entêtement humain à vouloir dire quelque chose d’un réel qui lui échappe. On a là une …