| تبليغات | X |
Background
Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself
Introduction
This article describes a program that can be used for EFL classes to teach reading strategies. The objectives of the program are that the students should be able to understand the text structure of a particular genre, find the main idea in the text, learn new vocabulary and learn effective reading strategies to develop their reading comprehension
Introduction
It has been said that everyone is a collector, a collector of something; stamps, baseball cards, basketball cards, photographs, music, antiques, etc. we are collector, a collector of quotations, and have been for years.
My answer is that these are terms made by men and women throughout history spoken to in a very profound way. They are short, to the point, and full of imagery. They are memorable, visual "sound bites". I view them as a precious inheritance to be shared. They continue to echo their presence to each generation.
Out of the thousands of quotations we have collected these are some that have spoken to teachers , and indeed,. If you listen, I am sure they will speak to you also.
Assessment and the Language Teacher: Trends and Transitions
National Centre for English Language Teaching and Research, Macquarie University, Australia
Geoff Brindley
In recent years, assessment policies and practices in language teaching programs worldwide have been changing in a number of ways, both at system and classroom level. In line with political and economic pressure to demonstrate 'efficiency and effectiveness', educational institutions are increasingly being called on to provide much more explicit information on program activities and outcomes. In some countries, this has resulted in a proliferation of standardized tests of various kinds. In others, educational authorities have introduced outcomes-based approaches which use teacher-conducted assessments as a basis for reporting learners' progress and achievement against system-wide or national standards (Brindley, 1997). Teachers are thus finding themselves in the position of having to develop tools and procedures for monitoring, recording, and assessing learners' progress and achievement in the classroom on a more systematic and formal basis.
