Dear FLE 324 members,
If you like, you can choose to comment on the article on writing corpora. Please consider the following points:
In what ways do you think incorporating the corpora studies into EFL writing instruction is beneficial for EFL learners? What are some challenges for such an integration?
Tuesday, April 27, 2010
Reflection paper (option 7)
Dear FLE 324 members,
If you like you can choose the article on Tech-era L2 writing.Please consider the following points:
What do you think of the incorporation of technology in L2 writing? To what extent and how do you think of incorporating the latest developments in improving EFL learners’ writing skills? Where do you think a Turkish EFL teacher stands in the midst of these developments?
If you like you can choose the article on Tech-era L2 writing.Please consider the following points:
What do you think of the incorporation of technology in L2 writing? To what extent and how do you think of incorporating the latest developments in improving EFL learners’ writing skills? Where do you think a Turkish EFL teacher stands in the midst of these developments?
Reflection paper (option 6)
Dear FLE 324 members,
If you like you can also choose to comment on the article on metacognitive listening instruction for young learners. Please take into consideration the following points:
To what extent do you think the metacognitive instruction framework suggested in the article applicable and useful in teaching Turkish young learners EFL listening skills? Do you think it can be applied to adult learners as well? If so, how? What do you think of the success rate with adult learners? What are some of the challenges waiting for the EFL teachers in Turkey in implementing this kind of instruction?
If you like you can also choose to comment on the article on metacognitive listening instruction for young learners. Please take into consideration the following points:
To what extent do you think the metacognitive instruction framework suggested in the article applicable and useful in teaching Turkish young learners EFL listening skills? Do you think it can be applied to adult learners as well? If so, how? What do you think of the success rate with adult learners? What are some of the challenges waiting for the EFL teachers in Turkey in implementing this kind of instruction?
Reflection paper (option 5)
Dear FLE 324 members,
You can choose to comment on the article 'Teaching grammar as a liberating force' if you like. Please also consider the following point in your reflection as well:
Do you find grammar as a liberating force for EFL teachers and/or students? In what ways, to what extent and why do you think so? In what ways do you agree or disagree with the author?
You can choose to comment on the article 'Teaching grammar as a liberating force' if you like. Please also consider the following point in your reflection as well:
Do you find grammar as a liberating force for EFL teachers and/or students? In what ways, to what extent and why do you think so? In what ways do you agree or disagree with the author?
IATEFL Harrogate online blog entry
Dear FLE 324 members,
You can make your comments on the presentations in IATEFL Harrogate Online here. You need to write your comments in a word document and then copy-paste it to the blog. The maximum length is one page with 1.5 spaces.
In your comment, you need to point out the level of applicability, the usefulness of the ideas/suggestions offered to EFl learners/teachers in Turkey. You also need to comment on the challenges awaiting those in the EFL context in applying these suggestions.
You can add the following presentations to your list as well (these presentations are already uploaded in METUONLINE) :
1. Corpora games by Ken Lackman
2. Listening skills by Sheila Torn
You can make your comments on the presentations in IATEFL Harrogate Online here. You need to write your comments in a word document and then copy-paste it to the blog. The maximum length is one page with 1.5 spaces.
In your comment, you need to point out the level of applicability, the usefulness of the ideas/suggestions offered to EFl learners/teachers in Turkey. You also need to comment on the challenges awaiting those in the EFL context in applying these suggestions.
You can add the following presentations to your list as well (these presentations are already uploaded in METUONLINE) :
1. Corpora games by Ken Lackman
2. Listening skills by Sheila Torn
Sunday, March 28, 2010
A video Extract on the Improper Application of Communicative Language Teaching in the EFL context
Please upload one video in the EFL which is not in line with the principles of communicative teaching in your own interpretation (not exceeding 10 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 an improper application of communicative language teaching in the EFL context.
Reflections on Task-based teaching
Write a reflection paper on the task-based teaching by making references to the following points in two articles:
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
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