Sunday, June 12, 2011
Your approach to teaching grammar in the Turkish context as a prospective English teacher
What is your approach to teaching grammar in the Turkish EFL context? Please explain your position on teaching grammar to EFL learners with different learning profiles and learning styles at different levels of proficiency. You need to mention the techniques and some sample activities that you prefer to teach grammar as well.
Option 2: Reflection article on teaching reading by Macalister (2011)
Dear FLE 324 members,
You need to comment on the approach to teaching reading by Macalister (2011), which is uploaded on METUONLINE,the degree of its applicability in the Turkish context and the extent to which it can be applied to the Turkish context effectively, the potential challenges of this approach for the EFL learners and EFL teachers.
(YOU NEED TO CHOOSE ONLY ONE OF THE OPTIONS (OPTION 01 OR OPTION 2)
You need to comment on the approach to teaching reading by Macalister (2011), which is uploaded on METUONLINE,the degree of its applicability in the Turkish context and the extent to which it can be applied to the Turkish context effectively, the potential challenges of this approach for the EFL learners and EFL teachers.
(YOU NEED TO CHOOSE ONLY ONE OF THE OPTIONS (OPTION 01 OR OPTION 2)
Option 01: Reflection on the article on extensive listening by Renandya and Farrell (2011)
Dear FLE 324 members,
You need to comment on the applicability and the effectiveness of the extensive listening approach together with an extensive reading approach to improve the lower-proficiency EFL learners' listening comprehension skills in the Turkish context. Please also comment on the effectiveness of the strategy training approach to improve the EFL learners' listening proficiency, the potential challenges of the extensive listening approach, along with the reading approach suggested in the article, for the EFL learners and teachers in the Turkish context.
YOU NEED TO COMMENT ON ONLY ONE OF THE OPTIONS (OPTION 1) OR (OPTION 2)
You need to comment on the applicability and the effectiveness of the extensive listening approach together with an extensive reading approach to improve the lower-proficiency EFL learners' listening comprehension skills in the Turkish context. Please also comment on the effectiveness of the strategy training approach to improve the EFL learners' listening proficiency, the potential challenges of the extensive listening approach, along with the reading approach suggested in the article, for the EFL learners and teachers in the Turkish context.
YOU NEED TO COMMENT ON ONLY ONE OF THE OPTIONS (OPTION 1) OR (OPTION 2)
Reflections on Task-based Teaching
Write a reflection paper on the task-based teaching by making references to the following points in the articles by Caress (2002) and Littlewood (2004), both of which are uploaded on METUONLINE:
a) the ways of applicability and integration of task-based teaching into instruction in the teaching of EFL at various levels of proficiency and with students from different age groups in Turkey and in the teaching of various language skills
b) the possible advantages challenges, difficulties and obstacles in relation to the implementation of the task-based approach to young learners and the ways to cope with them
c) the impact of the implementation of the task-based approach on the rate of learner involvement and the rate and quality of learning in the EFL atmosphere
a) the ways of applicability and integration of task-based teaching into instruction in the teaching of EFL at various levels of proficiency and with students from different age groups in Turkey and in the teaching of various language skills
b) the possible advantages challenges, difficulties and obstacles in relation to the implementation of the task-based approach to young learners and the ways to cope with them
c) the impact of the implementation of the task-based approach on the rate of learner involvement and the rate and quality of learning in the EFL atmosphere
A video Extract on a Proper Application of Communicative Language Teaching in the EFL context
Please upload one video in the EFL which is in line with the principles of communicative teaching in your own interpretation (not exceeding 5 minutes).If you encounter difficulty uploading the video, please provide the link to the video. Please explain why and in what ways you consider the video a proper application of communicative language teaching in the EFL context.
Reflection Paper on "Communicative Language Teaching" by Spada (2007)
You need to write a reflection paper on the article "Communicative Language Teaching" by Spada (2007). (You can have access to the article on METUONLINE).
Please do not forget to include the following points in your article reflection paper:
a) your own interpretation of CLT and your own perspective as a prospective teacher concerning the necessary infrastructure as to the optimum implementation of the method in line with the conditions in Turkey in the EFL context (i.e., the English proficiency level of EFL teachers in Turkey, the system and the existing policies of education in Turkey, EFL learners’ expectations from English classes at secondary and high school level, the attitudes of EFL learners of Turkish with different levels of proficiency towards learning English, the aims of English classes)
b) your own perspective on the various CLT-related misconceptions as a prospective English teacher (you also need to refer to the article by Thompson(1996), which is uploaded on METUONLINE)
c) your perspective on the prevalence of the misconceptions stated in the article among Turkish teachers of EFL (you also need to refer to the article by Thompson (1996), which is uploaded on METUONLINE)
d) the current status of CLT in Turkey including the challenges and difficulties facing EFL teachers concerning the implementation of it
e) the future status of CLT in Turkey
Please do not forget to include the following points in your article reflection paper:
a) your own interpretation of CLT and your own perspective as a prospective teacher concerning the necessary infrastructure as to the optimum implementation of the method in line with the conditions in Turkey in the EFL context (i.e., the English proficiency level of EFL teachers in Turkey, the system and the existing policies of education in Turkey, EFL learners’ expectations from English classes at secondary and high school level, the attitudes of EFL learners of Turkish with different levels of proficiency towards learning English, the aims of English classes)
b) your own perspective on the various CLT-related misconceptions as a prospective English teacher (you also need to refer to the article by Thompson(1996), which is uploaded on METUONLINE)
c) your perspective on the prevalence of the misconceptions stated in the article among Turkish teachers of EFL (you also need to refer to the article by Thompson (1996), which is uploaded on METUONLINE)
d) the current status of CLT in Turkey including the challenges and difficulties facing EFL teachers concerning the implementation of it
e) the future status of CLT in Turkey
Saturday, June 11, 2011
Evaluations of Task-based presentations
Dear FLE 324 Section 01 members,
You need to choose two task-based presentations and comment on your classmates' performance taking into consideration the following points: the successful aspects of these presentations of your peers that you have observed as well as the aspects that they need to improve in their presentations.
Also evaluate the presentations in terms of the following aspects: the aim of the lesson, the level of active student participation in the lesson, the clarity of the stages, the use of audio/visual aids, the interest level of students, the pacing of the material, the variety of pair/group/individual activities, the clarity of instructions, and the presenters' use of English, the presenters' oral performance in English and their presentation skills.
You need to specify the strong points and points to improve in the presentations as well.
You also need to comment on how properly and thoroughly the group presenters dealt with the three main cycles of the task-based learning process: the pre-task, task-cycle, and the language focus.
You need to choose two task-based presentations and comment on your classmates' performance taking into consideration the following points: the successful aspects of these presentations of your peers that you have observed as well as the aspects that they need to improve in their presentations.
Also evaluate the presentations in terms of the following aspects: the aim of the lesson, the level of active student participation in the lesson, the clarity of the stages, the use of audio/visual aids, the interest level of students, the pacing of the material, the variety of pair/group/individual activities, the clarity of instructions, and the presenters' use of English, the presenters' oral performance in English and their presentation skills.
You need to specify the strong points and points to improve in the presentations as well.
You also need to comment on how properly and thoroughly the group presenters dealt with the three main cycles of the task-based learning process: the pre-task, task-cycle, and the language focus.
Self-evaluation of task-based presentations
Dear FLE 324 Section 01 members,
Please evaluate your own performance as a pair/group by referring to each of the aspects the self-evaluation sheet that your instructor has provided for you. You need to make comments on the presenter's teaching style, the variety of activities and the creative aspectss of the presentation. You also need to evaluate your performance or the your own group presenter(s)' performance in terms of whether and how the presenter has dealt with the three main cycles of the task-based learning process (e.i., the pre-task, task cycle and the post-task.
Please evaluate your own performance as a pair/group by referring to each of the aspects the self-evaluation sheet that your instructor has provided for you. You need to make comments on the presenter's teaching style, the variety of activities and the creative aspectss of the presentation. You also need to evaluate your performance or the your own group presenter(s)' performance in terms of whether and how the presenter has dealt with the three main cycles of the task-based learning process (e.i., the pre-task, task cycle and the post-task.
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