ENG519 Final Term Solved Papers

Q. Role Internet based learning in lessons OR Q. Chun and Plass (2000) mention general capabilities of features of the WWW that have the potential to enhance language learning. How can enhance the language learning ability through www.

The internet as a resource can enrich and expand language instruction. There are numerous reasons in favor of integrating the Internet into a language curriculum.

Chun and Plass (2000) mention general capabilities of features of the WWW that have the potential to enhance language learning. These are

a) the universal availability of authentic materials, b) the communication capabilities through networking, c) the multimedia capabilities, and d) the nonlinear (hypermedia) structure of the information.

The most compelling reason is definitely the convenience in accessing and obtaining an endless supply of authentic materials in target languages. The WWW has brought the world to the fingertips of each learner. Applying the WWW to foreign language teaching also provides the opportunity to meet the standards in several ways (Walz, 1998): " Competence in more than one language and culture enables people to gain access to additional bodies of knowledge; … all students learn in a variety of ways and settings; … language and culture education incorporate effective technologies; and using the web is consistent with learning theories about learning to read authentic materials".

Q. Two disadvantages of written tests

One of the disadvantages of written tests compared with oral ones is that students complain about the results of written tests far more and often ask for another go. In written tests, students tend to cheat a lot and have warped results because of the pressure of the situation. It’s fairly rare that someone in the school can find time to watch a student take the test so the student is likely to sneak a look at the dictionary or ask a friend for help. Sometimes students don’t understand the instructions but this only becomes evident later when the marker notices how badly they messed things up.

Q. Approaches of language learning evaluation

There are many approaches for language program evaluation:

Static characteristic: It deals with looking at the perspective of external agency. It looks at the institute in terms of its overall standing and ranking. These approaches lay emphasis on becoming aware of parameters of accessing worth of a language program.

Q. Tailoring the Evaluation to Fit the Context, write in 2-3 lines

Tailoring the evaluation process is not an easy task. It requires certain principles that an evaluator should know. A typical evaluation exercise is to take decision about tools which can be used for the process like questionnaire, interview sample or textual analysis. It is important to know about the evaluator (teacher, administrator or some external agent).

Q. Define purposes of evaluation OR Q. Accountability in Language Program Evaluation.

Weir and Roberts (1994) distinguish between two major purposes for language program evaluation; one is program accountability and other one is program development. Accountability refers to the extent to which those involved in a program are answerable for the quality of their work. Accountability-oriented evaluation usually examines the effects of a program or project at significant end points of an educational cycle and is usually conducted for the benefit of an external audience or decision maker. On the other hand development-oriented evaluation is designed to improve the quality of a program as it is being implemented. It may involve staffs who are involved in the program as well as others who are not and may have a teacherdevelopment focus (Weir and Roberts 1994). The different purposes for evaluation are referred to us: formative, illuminative, and summative evaluation.

Q. Disadvantages of negotiated syllabus

The disadvantages of a negotiated syllabus are of two major types. The first is the result of a lack of knowledge or experience with such a syllabus. Learners may be reluctant to negotiate or to let their classmates negotiate because they feel it should be the teacher’s expertise guiding the course. Gradual introduction of a negotiated syllabus can provide learner training to help overcome this problem. Learners may also not know enough of the range of options they could choose from and thus may make unimaginative choices. Teachers may feel that using a negotiated syllabus removes too much of their power and status. Learners may find it difficult to reach agreement about what they should be doing. The second major disadvantage is that a fully negotiated syllabus requires considerable teacher skill and time in accessing and producing resources. Where there are several teachers with similar classes, this load can be partly shared.

Q. How can enhance the language learning ability through www.

a) the universal availability of authentic materials, b) the communication capabilities through networking, c) the multimedia capabilities, and d) The nonlinear (hypermedia) structure of the information.

Q. story line solution The second approach that is used to sequence the activities of a unit is a storyline situation. If the students are unable to identify strongly with the characters or the emotions, then it is important to use creative exploitation techniques or role-play exercises

Q. types of situational syllabus

Limbo Situation: In this type, the information of the specific setting is of little importance, for example, the topic of introducing someone at the setting of a dialogue taking place at the stadium. It can be said that the setting is considered irrelevant, i.e. unimportant, because the main important thing is the language focus. Concrete Situation: The information is about the specific and concrete setting and the language associated with it, for example, the topic of ordering a meal at a restaurant. Mythical Situation: The information depends on fictional story line, frequently with a fictional cast characters in a fictional place..

Q. The type and focus of evaluation

A distinction is made between formative evaluation and summative evaluation. A summative evaluation has the purpose of making a summary or judgement on the quality or adequacy of the course so that it can be compared with other courses, with previous summative evaluations, or judged as being up to a certain criterion or not. The formative/summative distinction is important when informing the people who are the focus of an evaluation about the purpose of the evaluation, in helping the evaluator decide what kind of information will be most useful to gather, and in using the information gathered. Stenhouse (1975) stressed the importance of “illuminative evaluation” where evaluation helps those involved understand what is going on in the programme, and this necessarily requires teachers to be active programme evaluators. An evaluation can focus on the process of learning and teaching and it can focus on the product or result of learning and teaching. It is better to have a small amount of relevant data than a large amount of data that do not address the main concerns of the evaluation.

Q. Define frame, 2-3 lines

One useful concept with which to examine role relations suggested by materials is Bernstein's (2004) notion of a 'frame'. It refers to the actual relationship between teachers and pupils and the range of choices which they have over what is done between them. Thus a strong frame will 'reduce the power of the pupil over what, when and how he receives his knowledge'.

Q. Dimensions of language program.

Formative vs summative: Given throughout the learning process, formative assessments seek to determine how students are progressing through a certain learning goal. Given at the end of the year or unit, summative assessments assess a student's mastery of a topic after instruction. Process vs product: Product deals with the goals of the course achieved. On the other hand, process deals with how the goals are achieved. The dynamics or methodologies are involved in achieving these goals.