Finding a Model of Effective Teaching for ESL

8/13/2019 Finding a Model of Effective Teaching for ESL

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Finding a model of effective teaching for ESL

Key competencies - communication in a foreign language

Key competences are a multifunction package, transferable knowledge, skills and

attitudes which all individuals need for personal fulfillment and development, social

inclusion and finding a job. They should develop by the end of compulsory education and

to act as a foundation for learning, as part of lifelong education.

The second area of key skills is communication in a foreign language. This includes

the same general skills as mother tongue: is the ability to understand, express and

interpret thoughts, feelings and actions, both orally and in writing (listening, speaking,

reading and writing in an appropriate range of social contexts ! at work, home, education

and training ! according to individual desires or needs. "ommunication in a foreign

language also uses the mediation skills and cultural understanding. The performance will

vary between the four dimensions in different languages and according to the linguistic

heritage and the individual. (#uropean "ommission $Key competences for lifelong

learning #uropean frame of reference, %ovember &''

e )anguage skills in view of #* ! #uropean )anguage +ortfolio

The primary objective of studying foreign languages in secondary schools by buying and

developing students communication skills you need for ade-uate situational accepted

socially by ac-uiring the knowledge, skills and attitudes specific, in accordance with the

$/mplementation of$ #ducation 0 Training &'1' $programs$ (&''2, at levels e-uivalent

to those provided in the "ommon #uropean 3ramework of 4eference.

3ollowing the decision of the #uropean +arliament (&&1&''#", #uropean )anguage

+ortfolio (#)+ is promoted and the #uropass, a single #uropean transparency of

-ualifications and skills, to include the #uropean )anguage +assport as one of the

#uropass documents, for :

one to facilitate labor mobility in #urope

underscore the value of learning a language

an aid to understanding inter!cultural

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competence in a specific area for reception and or production of one or more texts to

achieve a pregnancy.

5 communicative process refers to a neurological se-uence of events as =iologice

participating in reception and production of oral and written texts.

5 any se-uence is called discursive text (oral and or written entered into a specifi c field

of activity, be it as support or purpose, be it the product or process, is the occasion of a

meeting during a communicative activity tasks.

5 +rincipal designate major sectors of social life involved social actors. educational,

professional field, the public and the staff.

5 The strategy is any concatenation organi=ed, goal oriented and regulated operations

chosen by an individual, a task set for himself or who have to deal with.

5 +regnancy is defined as any action directed towards a goal, considered a social actor ind

needed to be able to reach a given result in terms of solving a problem, honoring a bond,

or an objective.

class newspaper.

$The use of language, including learning it includes a number of actions performed by

persons who, as individuals and stakeholders, develop a set of general skills, but mostly,

communication competence based on the exploitation of linguistic resources. They usepowers in various contexts and conditions, conforming to various constraints to achieve

communicative activities that allow the reception and production of texts on various

topics on specific areas, applying appropriate strategies

most appropriate for given tasks. $

("ommon #uropean 3ramework of 4eference for )anguages ! learning, teaching,

evaluation

3oreign language teachers now have to build paths and teaching in strict accordance with

the needs, motivations, characteristics and student resources. This means learning to

adapt content to student interests respecting learn to practice and situational needs of

communication, of the age and knowledge. The teacher himself must know the proper

teaching methodology and resources to give students access to: textbooks, reference


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works (dictionaries, grammars, etc.., 8udiovisual and computer resources (hardware and

software

Teachers must start with the analysis of existing school documents (manual, workbooks,

sheets in the construction situation of learning teaching setting with maximum clarity

and precision real and realistic goals and methods in communication skills training in a

foreign language.

/n order to build appropriate competencies needs of each student.

Competency training to use a foreign language teaching - learning

/ndividual students general competence is mainly based on knowledge

(;avoirs, knowledge, skills (savoir!faire, skills, existential competence (savoir!@tre,

existential "ompetence and the ability to learn (savoir!8pprendre, 8bility to learn.

Linguistic communicative competence

)inguistic communicative competence can be considered to be composed of several parts

ind components: linguistic, sociolinguistic component and pragmatic component.

5 )inguistic competence includes knowledge and skills lexical, phonetic, syntactic and

other dimensions of the system of language, sociolinguistics value independent of itsvariations and pragmatic functions of its achievements.

This component, considered in terms of communicative competence of a given social

actor, is directly connected not only with the scope and -uality of knowledge (ie phonetic

distinctions in established or scale and precision of vocabulary, and the organi=ation of

cognitive and memory storage mode such knowledge (eg, associative networks of various

types, in which the speaker includes a lexical item and their accessibility (application

memory and availability. #xplicit knowledge can be conscious or not (for example, a

perfect mastery of phonetics. Argani=ation and their availability varies from individual

to individual, and in terms of one and the same individual, variations have an internal

nature (eg for a plurilingual person organi=ation and accessibility of knowledge depends

on the varieties which are plurilingual competence.

/t can also display cognitive vocabulary 4>8 that organi=ation, storage, etc. locuBiunilor.

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depend on a number of factors, including cultural characteristics of the community

(communities, the actor sociali=ation took place and its various learning experiences.

5 ;ociolinguistic competence refers to the sociocultural parameters of the user language.

;ensitive to social rules (formulas of address and politeness, regulating relations between

generations, sexes, classes and social groups, ment coding language fundamental to the

functioning of the many rituals of a community, sociolinguistic component strongly

affects any communication between representatives of different cultures, even whether

participants in the

"ommunication could be is often not knowingly.

5 pragmatic competence refers to the functional use of language resources (achieving

communicative functions, speech acts, based on interactional exchange schemes or

descriptors. /t also sends the speech skills, cohesion and coherence of, to identify the

types and kinds of texts, the effects of irony and parody. /f pragmatic competence, the

major impact of interaction and cultural environments within which the capacity of its

kind, is more prominent than in the linguistic competence, so it is not at all appropriate to

insist on this.

8ll categories used in this paper aimed characteri=ation areas and types of skills, which

they integrated a social actor, namely: representations, mechanisms and capacities, whose

reality is seen as a cognitive explanation of observable behaviors and achievements. 8tthe same time, any learning process will facilitate the development or manufacture these

modified internal representations, mechanisms and capacities.

%ew 8spects methodical in their communication to the #;) language

?eneral powers of language programs for grades 6!6/// ()1!)& communication

activities in the teaching learning process

5 4eception 5 receiving oral messages

5 +roduction of oral messages 5 production

5 4eceiving messages 5 reception

5 +roducing posts 5 production


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5 6alues and attitudes !

! 5 interaction 5 translation and interpretation

! 5 mediation

)ike procedures, reception communicative activities (oral and or written and

production (oral and or written are of course of paramount importance because they are

essential for any interactive activity.

The reference for language learning: teaching ! learning ! evaluation highlights

8. /nterception activities that involve reading the plan involve a focus on text and

support. >ultiple forms of learning (understanding of course content, consulting

textbooks, reference works and documents

Two. +roduction activities play an important role in many learning activities. They have a

special value because they can include hand written forms of expression, speech in the

real

Three. /nteraction in which at least two actors exchanging oral and or written production

alternates with reception, that actually syncs in oral communication. )earning to interact

means strengthening the powers of perception or production of utterances. /nteraction

facilitates interactive activity, and thus student centered learning.

3our. >ediation as a form of written and or oral allow through translation orinterpretation, the summary in writing or storytelling, producing a (re formulations or

reorgani=ation of the source text. "ommunicative activities mediation prominently in

project!based learning, implicit in the language classes.

Areas

The reference for language learning: teaching ! learning ! evaluation introduces another

new parameter in the description of language learning such as: field. /dentifies four major

sectors: public, the professional, educational and personal domain.

5 The public domain interested in learning foreign languages in school, similar

expressions for the importance of interaction in trade, in the ownership of specific

vocabulary (commercial and civil relations, public services, activities

cultural and entertainment activities in public places, media relations, etc...

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! The person covers both family relations and trade as the interaction of individual social

practices. 3ield staff is focused on family, friends, classmates and teachers and neighbors.

/t also engages in actual individualE

5 professional field includes activities related professions and the importance of having a

specific vocabulary for interaction, mediation and to practice

5 3ield education is a specific institutional context of training. /mportance of having mass

specific vocabulary is necessary lifelong learning as learning and training activities and

self!training, the skills and knowledge is achieved by the individual to perform

successfully in the labor market.

&.1.C Tasks, strategies and text

Teaching learning process involves carrying out tasks that are communicative in nature

only because they are declarative, and applies throughout a learning activities are written

or oral. They re-uire certain teaching strategies of the educator, and implementation

strategies from the learner (through reception, production, interaction or mediation. 8lso

supports text.

4eport of the strategies, task and text depends on the nature of the task. /t is essentially

communicative in nature, ie activities that re-uire them, are primarily communicative

activities and strategies of activities (eg reading and commenting on a text, to fill theblanks in a exercise, make notes after a summary statement. +regnancy may include only

a communicative component, ie activities, which re-uire only part of communicative

activities and strategies used are primarily those related to other activities (eg cooking a

recipe as indicated.

>any tasks can be met without recourse to communicative activities, in these cases, the

activities involved are in no way related to language, but the recognition of symbols.

;ymbols transcription in that language, but they are universal. 8n example of creating

web pages or electronic application without adding emoticons and words.

8 new aspect mentioned in the "ommon 3ramework of 4eference are parameters that

relate to learning a foreign language, which / will describe below as such:

/t has long been recogni=ed that the use of language re-uirements vary considerably


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depending on the context in which it is used.

The external circumstances there aemenea learning:

! Fhere and when they occur (pre=entiala learning consists of areas of class, study

conditions, ergonomics, proper scheduling, the number of hours appropriate, online

learning is not dependent on place or time, but gives freedom and learner autonomy

! The institutional framework and the role of student in the frame

! Guman resourceE

! 4esource materialE

! #vents that occurE

! Aperations performed by actorsE

! ;upports learning and their accessibility to students.

5 material conditions

a for oral speech:

! "larity of pronunciation (dictionE

! 8mbient noise (trains, planes, atmospheric disturbancesE

! /nterference (packed streets, markets, cafes, parties, discos, etc..

! Histortion (bad phone lines, radio reception, sound systemsE

! Feather conditions (wind, cold, high, etc...b for writing (writing:

! +oor print -ualityE

! ;cratchE

! +oor lighting, etc..

5 social conditions

! %umber of speakers and the degree of familiarity between themE

! 4elative status of participants (power and solidarity, etc..

! +resence absence of public or persons indiscreet

! The nature of relationships between participants (eg, friendship enmity, cooperationE

5 time constraints

! Hifferent constraints for speaker and auditor (real time or script reader (leanE

! +reparation time (for speech, reports, etc..

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! )imits on the time allowed for speeches and interactions (eg, rules, costs

suffered, events and concomitant responsibilities assumed etc.

5 other constraints

! 3inancial stress (test situation etc..

"apacity of any speaker, and especially of a student and applied to communicative

competence depends largely on the conditions be said that communication occurs. Aften,

some languages use children registered laboratories from other children whose level of

distortion and disruption would be acceptable if its a visual document that seriously

impede learning. Therefore teachers should carefully consider electronic video and audio

to ensure the clarity and effectiveness.

>ental context of students

The situational context is organi=ed in a manner completely independent of the

individual.

3oreign +olicy is interpreted and filtered by the user according to the following features:

! +erceptive apparatusE

! >echanisms of attentionE

! #xperience of time affecting memory, associations, connotationsE

! +ractically classify objects, events, etc..E! >other tongue language classes.

These factors inflfuence the user perception of the context. /n addition, mental perception

of external framework provides the context for the act of communication since the user

attaches a degree of relevance. 3or example:

! /ntentions that determine communicationE

! 3lux of thinking: ideas, feelings, sensations, impressions, etc.. coming into

consciousnessE

! #xpectations, in light of past experienceE

! 4efl poisoning effect on the experience of mental operations (eg, deduction, inductionE

! %eeds, desires, motivations and interests that cause the transition to the 8ctE

! "onditions and constraints that limit the choice of actionE

! >ood (fatigue, excitement, etc.., Gealth and personal -ualities

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! H ficientele due to various handicaps and their grades

.1.C mental context of the interlocutor (or interlocutors

/n an act of communication must take into account and the interlocutor. The need for

communication involves a $communication gap$ that we could still choose to fill due to

partial overlap or congruence between the users mental context and mental context of the

interlocutor.

/n a face to face interaction, the user language and interlocutor share the same situational

framework (if we except the crucial element is the presence of the other but, for the

reasons stated above, the perception and interpretation of this framework by them differ.

The ! and often all or part of the function ! an act of communication is to expand the field

of coincidence and understanding of the situation in the interest of effective

communication to enable students to achieve their goals. There may be an exchange of

factual information. "il more difficult to overcome the differences in beliefs and values,

customary practice of social expectations, etc.., *nderlying different interpretation of the

interaction between the parties, unless they have not developed an ade-uate intercultural

awareness.

/nterlocutor (interlocutory may be is subject (subject of part or all conditions or

constraints other than the user student and to react differently. 3or example, an

employee who uses a public address system may not reali=e the poor -uality of hisproduct. Huring a call, one party can have time to waste, while the other is expected from

a client. These differences /%3) uenBea=I strong pressures on the user.

)/%?*/;T/" "A>>*%/"8T/A% 8"T/6/T/#; 8%H ;T48T#?/#;

/n order to accomplish the tasks of communication, language users should be involved in

linguistic communication activities such as speaking, writing, hearing or reading a text.

$;trategies are the means used by the user of language and balance to mobili=e its

resources and to apply certain skills and operations to meet the demands of

communication in a given situation and the task successfully in the most complete and

most economical ! precisely according to his purpose. $

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;kills and intercultural skills

#xistential competence

)earning ability

)anguage and communication awareness

+honetic awareness and skills

)earning skills

;kills heuristic (discovery

"A>>*%/"8T/A% ;K/));

)anguage skills

)exical competence

?rammatical competence

;emantic competence

+honological competence

;pelling competence that

"ompetence ortoepicI

;ociolinguistic competence

/ndicators of social relations

4ules of politeness

#xpressions of popular wisdomHifferences register

Hialect and accent

+ragmatic competence

Hiscursive competence

The functional

"urriculum objectives and assessment

$To accept the idea that educational curriculum does not start, does not end, nor limited

to the school, is to admit that the development of multilingual and multicultural

competence can begin before or alongside schooling: through experience and education

in family history and contacts between generations, due to travel, expatriation,

emigration, in the most general due to its multilingual and multicultural environment

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from or passing from one medium to another, but also through lectures or media

relations.

This observation is very trivial, but there are other, namely: that the school is far from

always consider this. Forth, so the trouble to consider the school curriculum as part of a

broader curriculum, but as a part of whose function is to provide students with:

! 8 multilingual and multicultural repertoire initially different (the two examples above

scenarios suggest several possible waysE

! 8 better conscience, knowledge, confidence both in terms of their skills and ability and

the means available, within or outside the school to expand and improve these skills and

implement them in areas specified that.

4egarding the curriculum, and the implications of the evaluation, and even certification

that the contents of this chapter aims to demonstrate that the major objectives now

moving or at least, become more complex.

Abviously, it is important to %#8;" defined content and progress levels, taking into

account only one dimension considered a priority (linguistic or notional!functional, for

example or striving to deal simultaneously with all the learning of specific language. /t is

e-ually important to distinguish the components of a multidimensional curriculum

(especially considering the different dimensions that distinguish reference frame and

how differentiated evaluation is also important to turn to devices that learning andcertification modular allowing, in synchrony (at a time of learning phase or in diachrony

(the differentiated stages along the route, development of multilingual and multicultural

competence and recognition of the $geometry$ variable (ie,

whose constitution and confidential guraBii varies from person to person and change the

time for the same individual, but describable as such in their parts.

Thus, in terms of school curriculum of a student, if it refers to scenarios outlined briefly

above, it becomes clear that it is useful and advantageous to implement modules

important short cross involving different languages. ;uch modules $translingve$ may, in

particular, relate to different ways and learning resources, modes of operation of school,

misunderstandings in intercultural relations. They would strengthen the overall coherence

and transparency

the fundamental underlying curricular choices and would, no doubt, to improve the

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general structure of the descriptive scheme.

/n addition, a modular approach to certification would allow books to reserve a seat in an

ad hoc manner, a specific assessment of multilingual and multicultural management

capabilities that you just mentioned.

>ultidimensional and modularity is as key notions like an introduction to the book

argued diversification of language in curriculum and assessment system. The reference,

by the very structure of it, may by groups that mobili=e, to point out directions for such a

modular organi=ation and multidimensional. Jut progress is possible, namely the

inevitable implementation of projects and experiences in the educational context and in

other contexts.

("hapter


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record and present the different aspects of her biography

his linguistic communication, is a beginning to this. /t is, in fact, to enter into it, not just

books or validation certificates cial officers obtained a learning or other languages in the

education system, but the official record and experience less cial contact with other

languages and cultures.

Jut we note, to insist on coordinating school curriculum and curriculum existential, that,

when assessing the achievements of foreign languages at the end of environmental

education would be useful to try a multilingual and multicultural competence assessment

that such and to be defined soon %#8;" profile of $graduation$ carepoate create some

variable combinations, only use one default language level of basic time and, if

appropriate, in other languages.

4ecognition of $official$ skills can be considered a partial beginning to this (would be

very useful as the most important international certification books also focus more

decisively on such a path, for example, by releasing documents that for each current

certification of the four powers taken separately: oral speech comprehension oral

conversation, comprehension of written texts written expression. /t would be also

useful to consider and to validate a multiple jurisdictions as such, the #"T8 refl ability to

juggle multiple

languages and many cultures. Translation (or summari=ing of a second foreign languagein the first foreign language, participate in an oral exchange multilingual interpretation of

a cultural phenomenon in relation to another culture are some of interaction and

mediation activities (within the meaning given that term here that their belong in actual

practice. /n many ways, certification books should also allow evaluation and to value that

both multilingual and multicultural ment of profits, as well as management capabilities

that repertoire.

("urrent /ssues in the development of language skills of students and the teaching!

learning!assessment study of #nglish,

%icolin "atalina ;cientific 8dvisor: +rof. *niv. Hr."reBu 6erginia, &''9

Jibliography

5 The great dictionary of neologisms, 3lorin >arcu, ;aeculum +ublishing, &'''

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5 ;mall #ncyclopedic Hictionary, ;#, 19D


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e. Hetermination of potential formative training programs teaching skills in order

to assimilate language skills in #nglish language classes

f. /dentify resources pupils language skills

g. ;ubstantiation methodology for developing language skills in 3rench on the

use of remedial teaching in #nglish

h. #xperimental validation of methods based on remedial teaching in developing

pupils language skills

esearch issues

Fhat is the potential of integrating formative remedial teaching programs on

students language skills

Subject research

The development of language skills of students in class on the use of formative

and summative evaluation tests of errors in the learning and application of

remedial teaching conjucntiilor

esearch purposes

#stablishing benchmarks methodological development of language skills on

teaching remedial use

Assumptions

*nidirectional research hypothesis was: pupils language skills development

methodology based on the use of formative educational programs that integrate

remedial teaching will be effective if there is a positive correlation between

message construction and understanding the teacher teaching students the

knowledge transmitted.

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1. Huring the lesson, do not give enough importance to understanding the process

of knowledge transmitted students.

&. There are differences between developed lesson plan and what is done

effectively in the classroom.

2. *nderstanding message speech teacher is subject to certain features of the

steps taken by the teacher and teaching throughout.

. Hetermining the formative potential of remedial teaching in consolidation

method of operation items correct #nglish across all four relevant

C. /dentify current contexts and results of using such a method

The research of the topic

;tudy theme in foreign literature:

>arisa "onstantinidis T#;A) #;)

#vridiki Hakos

"an ?ul

4ussell ;tannard

7ames, 4eily

Geike +hillips

The study theme in 4omania

8fter analy=ing these theories and approach issues in 4omania, the objectives are:

! Heveloping an exercise book to remedy eroirlor use and language ac-uisition

Theoretical sources

5 "onstructivism

5 )earning full

5 Teaching #;) and T#;A)

5 +roblem Jased )earning

5 4emedial Teaching

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The research methodology

///. 4esearch >ethodology

The target group is students in sixth grade, middle school at high school and forced us to

consider the dependent variable ! understanding and raised a number of independent

variables specific to this class: differences in age, level of procurement cycle education,

urban school of origin, whether or not modern means in foreign language teaching at

school level, non!8nglophone origin of subjects. The aim is the solutions identified in a

model consisting of understanding, and the effects of its implementation can be measured

by analy=ing the impact on the students, the ultimate beneficiaries of this approach.

)ot of subjects, randomly sampled were represented by a number of &2 students from

class 6/ of schools, four year study level )1.

/n determining criteria for selection, we considered the independent variables specific to

students:

a different agesE

b different levels in schoolEand dependent variables:

c the same level of studyE

d the same school

e the same city

b 8s / said, lesson plans and tests administered were different.

Af the total number of tests, about half are made. /n many situations, ne.ales.

8fter school study documents (curricula, syllabi, annual and -uarterly planning calendar,

the first stage of research,

/ applied two sets of tests students: the theme

!redictive test "

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Rou can do this job below under an hour.

+& Choose the correct preposition:

1. Ge is swimming on* inthe river.

&. The plant is at* onthe table

2. +lease put these apples on* inthe bowl.

. )ucy was standing on* atthe bus stop.

C. *nfortunately, >r Jrown is in* onhospital.

#est corrective "",

#ES# !A!E

/.3ind the mistakes in these sentences. ;ometimes no prepositions is needed:

1. 8t the end we decided to go.

1. ........the end we decided to go.

&. 7ane was in the wedding.

&. 7ane was.........the wedding.

2. They arrived to +aris without problems.

2. They arrived........+aris without problems.

& / went to Jarcelona for visit a client.

. / went to Jarcelona.......visit a client.

C. ;he sat in front to us.

C. ;he sat in front......us.

. / counted them one to one.

. / counted them one......one.

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D. 8part of this, everythings fine.

D. 8part.......this, everythings fine. SSSS

ark is sitting........small chair.

2. There is a bridge .......the river.. >unich lies C2' meters ........sea level.

C. Fe are going.......holiday next week.

Fe chose this topic because the high level of abstraction re-uires mastery

of knowledge transmitted from the teacher, given that students find it difficult to

understand concepts and apply them.

Fe then proceeded to analy=e their content to identify errors made by the teacher

to facilitate the understanding of knowledge transmitted: whether or not they

studied the curriculum content, if formulated correctly, or not, examples, if

correctly discriminate prepositions and their form, their number, the strategies

used during testing in solving exercises, comprehensive re-uirement statements.

predIrii.8m considered relevant for our errors and centrali=e their grouping and

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test structure areas respecting "onsecrated dificulktate level of re-uirements.

;ince modern #nglish language belongs to the domain and belongs to the key

competencies ! use a world!wide movement straiane languages is clear that the

predominant cognitive domain was analy=ed. /n this category, / then proceeded

to inventory the general errors and their fre-uency specifice.a (verbs and their

inclusion in the appropriate level of Jlooms taxonomy as mental transposition

from #nglish to 4omanian calchierii when the task involves solving

This component reprsente what the rcepteur or rceptrice, what he does and what he

knows. The rcepteur rceptrice or has knowledge of the language and the world.

Knowledge reprsentent cognitive structures that will influence its overall comprhension

exercise and particularly the stain. Knowledge in reading, are about phonological (the

phonmes his own language, syntax (word order in sentences, semantics (the meaning of

words and their interrelations, vocabulary and pragmatic (practical.

>oreover, his attitude ?nrale, his tastes, needs and perception of self in a learning

situation will emerge in its comprhension. This emotional aspect is as important as the

si=e of his knowledge of the language and the world.

as tools facilitating the process of understandingand activation complex, simultaneous

and permanent about the lesson, >ay involve many operations re-uiring student thinking:5 *nderstanding literal understanding of the sounds, words, sentences and the links

between sentences or words.

o 4eception:

you can hear soundsE

be aware.

o Hiscrimination:

learn to distinguish sounds and what they meanE

distinguish messages prepared messages that contain natural redundancies, errors,

disruptions of syntax, phrases and ideas incomplete, overlap between the activities of

partners and interlocutors, etc..E

identify the different registers of language and the different accents that are most

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obvious in spoken and written ()anguage registersE

become sensitive to cultural differences in nonverbal communication.

5 *nderstanding interpretative or inferential: making sense of the message heard.

o *nderstanding:

give meaning to the message based on prior knowledge of the subject and the context

of communication (discovering the structure of a running textE

match the schema of the receiver or the receiver to that of the issuer or the issuer:

5 determine the purpose of the issuer or the issuer and the context. ;ee if there are implied

in the message (>ake infrencesE

5 determine the tone of the voice message by the issuer or the issuer (informative, ironic,

playful, etc..

5 /dentify the main idea (indentify the main ideaE

5 observe that nonverbal cues (pictures, gestures, expressions, pauses add to the

messageE

5 determine the experience that the issuer or the issuer has the subjectE

5 identifying information (/dentify the main idea, "ustomi=ed agent modlisation The

4*)#; of rsum, take notesE

5 identify the position taken by the /ssuer or the /ssuerE

5 identify the details that describe a phenomenon (common text structuresE

5 identify the details and examples which serve to develop ideasE

5 identify the elements which serve to explain an idea (common text structuresE

5 identify elements of the analysis (current structures of textsE

5 identify the arguments used to support the opinion (of text structures commonE

5 discover the se-uence of ideas and their articulation /dentify the chronological

organi=ation.

o Jackground /nformation:mentally organi=e the information received in order to remember and later useE

organi=e information received as a diagram (discovering the structure of a text stream,

Hgager narrative structure.

5 *nderstanding critical opposition to a message received and evaluate the content.

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o #valuation:

whether the message is intelligible, informative and relevant and whether the intended

audienceE

detect errors, omissions, implied cultural, means of propaganda and persuasion

(especially in a debate, an advertisement, a political speech etc..E

compare different perspectives and become aware of the origin of their arguments

(personal experience, culture, religion, age, etc..

compare verbal cues to nonverbal cues (facial expression,

gestures and awareness of cultural differencesE

assess the effectiveness of the message according to the presentation of ideas, the

selected se-uence, indices of articulation of ideas (markers of relationshipEmake a judgment on the ideas of the issuer or the issuer by using critical thinkingE

distinguish fact from interpretations and opinions, values and attitudes of the /ssuer or

the /ssuer.

o 4esponse:

prepare to express orally or in writing a response during playbackE

give his interpretation of the messageE

compare the message to his personal experienceE

make a judgment on the content and formE

seek to clarify its interpretation of the message and analy=e the reasons for his personal

reaction.

5 *nderstanding creativity: after understanding the meaning of different elements of

spoken discourse, use this new knowledge in everyday life.

This complex activity we aim to $see$ what steps to take student

understanding and what happens $behind$ it.

+hase // of the research was to develop a second test covering teaching remedial

issues. capture script practical report, in other words, to what extent test results

justify the use of remediation methods and increase awareness message to the

students.

/n developing the test, we established stages. Thus, goal setting, the building

&


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itself we have included two different workloads to highlight how the mistakes

were corrected for different types: open, closed with dichotomous response,

closed with a multiple answer, multiple choice closed and hierarchy. Fe pre!

tested -uestionnaire on a total of &2 subjects. Nuestionnaire administration, we

performed in front, and the ability to have discussions with the subjects to

identify the challenges, unclear wording, etc..

"& !resentation of research results

3or the first stage of research, analysis of documents, inventory errors, establish

the appropriate level of Jloom taxonomy, by linking data obtained with the

independent variables (selection criteria we found that:

8. /n the first test / wanted to see how students cope with test containing

prepositions of place, time and direction. ;o / noticed that most mistakes were

made in the easiest exercise due carelessness and haste. The test / gave it to

students, th grade, advanced level. The first mistake most testing was done in

exercise 1 and . "lass consists of &2 students, 1' had errors in #L 1 points

&,2,C,eanwhile another conclusion is that there are differences between

developed lesson plan and what is done effectively in the classroom.

*nderstanding message speech teacher is subject to certain features of the steps

taken by the teacher and teaching throughout.

3or this reason, the second part of the research was linked to a -uestionnaire

&D


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containing the other two issues different types of work aimed at identifying

problems to design activity the teacher whether the plan drawing lesson

corresponds with what is actually done in class, determining the optimal number

of operational objectives pertest and communication training (identifying

features of class that makes solving exercises to increase awareness message to

students and assimilation grammar.

/f the first part of the research we analy=ed the grammar mistakes in the same

situation (lesson $+repositions$ taught at different levels, checking and

measuring how much of what was written and performed ra=olvat was respected

by the applied tests, / tried to follow the extent to apply what the teacher wants

the lesson plan developed and possible necessary steps to be followed by the

teacher to enhance understanding of grammar parties by students.

To check the hypothesis of differences between developed lesson plan and what actually

performs the class, / asked the sample to answer the following -uestions:

1. Fill in the blan$swith the prepositions at,inor onto express place:

1. %obody was..... home.

&. Gis flat was ....the third floor.2. Ge lives.....& Jerkeley ;treet.

. >other is not ..... the kitchen, she must be ....the garden.

C. Fe stopped .....the bottom of the hill for a rest.

. They walked....beach for a long while.

D. They saw a good film .....3riday.


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. Fe have read..... this discovery in a newspaper.

around P about

2. The children danced..........the snowman.

. ;top fooling ..........with that knifeQ

away P far

2. There are some some clouds.......in the sky.

. There is an inn a few miles.......from here.

2. Choose the correct preposition:

/ was wearing a silk dress belo)* underneathmy raincoat.

There is a picture above*overthe fireplace.

Rou can do this job below under an hour.

+& Choose the correct preposition:

1. Ge is swimming on* inthe river.

&. The plant is at* onthe table

2. +lease put these apples on* inthe bowl.

. )ucy was standing on* atthe bus stop.

C. *nfortunately, >r Jrown isin* on

hospital.

The first mistake most testing was done in exercise 1 and . "lass consists of &2 students,

1' had errors in #L 1 points &,2,C,


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0

0.5

1

1.5

2

2.5

3

3.5

4

1 2 3 4 5 6 7 8

1st Item

2st Item

3rd Item

4th Item

These values have reinforced the importance of remedial teaching and

projectr of a second test. . /t is true that the high percentage of mistakes in the

first exercise and no error in exercise & and 2 can be also be due to the fact that

students were not careful or rushed. Therefore remedial teaching is important

because such education aims could not be reached, more would be affected and

the understanding of knowledge transmitted students because there would be a

logical between concepts, which would greatly complicate the effort re-uired

teacher updating knowledge, especially that of the student.

8fter statistical processing, of the second test:

#ES# !A!E

/.3ind the mistakes in these sentences. ;ometimes no prepositions is needed:

1. 8t the end we decided to go.

1. ........the end we decided to go.

&. 7ane was in the wedding.

&. 7ane was.........the wedding.

2. They arrived to +aris without problems.

2. They arrived........+aris without problems.

2'


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& / went to Jarcelona for visit a client&

. / went to Jarcelona.......visit a client.

C. ;he sat in front to us.

C. ;he sat in front......us.

. / counted them one to one.

. / counted them one......one.

D. 8part of this, everythings fine.

D. 8part.......this, everythings fine. SSSS

unich lies C2' meters ........sea level.

C. Fe are going.......holiday next week.

/ reali=ed the interpretation of results as follows:

21


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0

10

20

30

40

50

1 2 3 4 5 6 7 8 9 1

ex 1

ex 2

3-D Column 3

/n conclusion, we can say that students have assimilated correct

grammatical aspects of using conjunctions of time and place and directives can

use them correctly in both written and verbal.

& Analysis of the research results and conclusions

4esearch conducted aimed to identify a general model of remedial

teaching through the application of which sent students to facilitate

understanding and knowledge developed in three directions (operational

objectives: 1 identify the share given understanding of knowledge transmitted

during teaching students, & reconciliation of the lesson plan and activities

developed within the teaching!learning (in class, 2 determine the fre-uency and

features of error margins of error that promote understanding and applying the

correct use of prepositions in #nglish grammar in writing and orally by the

students.

3or the share of primult test errors and the second reflects an

understanding of the knowledge transmitted to students, their correct application

and demonstrate competence specific thinking topicii #nglish. Forth a stark

reminder of reduced number of mistakes in the second Test Taking into account

that in order to reach agreement is a need for knowledge, the situation gets a new

dimension, as the weight given to the process of knowledge transmission is C',

D1U and in this context, the percentage change substantially, reaching a value of

C9.'CU. Fe now talk about teacher efforts to reach agreement and then to go

2&


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Finding a Model of Effective Teaching for ESL

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