• Interlanguage

In the process of acquiring the language, a learner may acquire forms of language that are in between their first language and their target language. This is their ‘interlanguage’, and is a product of incorrect application of rules, incomplete knowledge, and comparison between two (or more) languages. Interlanguage may seem completely logical and correct in the mind of the learner and may also be a part of a natural learning process where rules get more refined as more input is received. This leads to the belief that mistakes are a healthy part of language learning and should not be dealt with too severely. However, if learners are not corrected, mistakes in their interlanguage may ‘fossilise’ and become permanent.

• Good learners

Oddly, ‘good’ learners often make more mistakes than others. This tends to be because they have more confidence, produce more language and are highly motivated to speak. Good learners are also ‘hypothesis testers’ in that that they can formulate and try out rules of their own, and ‘risk takers’ in that they are prepared to ‘have a go’. These learners need to be encouraged, and are often capable of self-correction.

Teachers need to consider the above, get to know their learners and their learning backgrounds, develop an attitude to correction and be equipped with a variety of correction techniques which are appropriate to a variety of learner types and learning situations. Bearing this in mind, we suggest some activities that teachers might like to try in their classrooms

English writing can be difficult if the writer does not make use of the many English language writing resources that are available to help them. Writers can use dictionaries, style guides, spell checks, show the writing to friends, fellow students and of course their English language teachers.

How to correct English writing Errors?

The most obvious answer is teacher correction. But is teacher-correction effective? There is some research that shows English language students do not make effective use of teacher-corrections.

Every English writing teacher would like to imagine that their student takes their corrected paper home, pulls out a dictionary and grammar book and carefully goes over each correction. Unfortunately, most students only check to see how much “red” is on the paper and then file it away – never to be looked at again.

№5 БИЛЕТ ЕМТИХАН БИЛЕТІ / ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ

1 Teaching English Grammar

How to teach grammar-Teaching grammar should be based upon the following principles:Conscious approach to the teaching of grammar. It implies some rules for the teacher:Realize the difficulties the sentence pattern presents for your pupils. Comparative analysis of the grammar item in English and in Russian or within the English language may be helpful.- Think of the shortest and simplest way for presentation of the new grammar item. Remember the more you speak about the language, the less time is left for practice.Practical approach to the assimilation of grammar. It means that pupils learn those grammar items which they need for immediate use either in oral or written language. The learner masters grammar through performing various exercises in using a given grammar item. Rule for the teacher:- Teach pupils correct grammar usage and not grammar knowledge.Structural approach. Grammar items are introduced and drilled in structures or sentence patterns. Structural approach allows the pupil to make up sentences by analogy, to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written speech. Rule for the teacher:- Furnish pupils with words to change the lexical meaning of the sentence pattern so that pupils will be able to use it in different situations.Situational approach. Pupils learn a grammar item used in situations. Rule for the teacher:- Select the situations for the particular grammar item you are going to present. Look through the textbook and other teaching materials and find those situations which can ensure comprehension and provide the usage of the item.Different approach to the teaching of active grammar (for conversation) and passive grammar (for reading). Rule for the teacher:- If the grammar item belongs to those pupils need for conversation, select the oral approach method for teaching. If pupils need the grammar item for reading, start with reading and writing sentences in which the grammar item occurs.

2 Assessment and error correction. Variations of authentic assessments: performance and portfolio assessment.  In education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, or social services.

Performance assessments are used particularly for behaviors that may change rapidly, may be fleeting, and which necessarily may be dynamic.

Portfolio assessments are for carefully selected, representative collections of candidate work. Portfolios are usually more of a static nature, though they may portray action.Many of the considerations for performance assessment apply also to portfolio assessment, hence they are included in the same Power Point.Where as a performance assessment is used for something dynamic, probably physical, and for possibly fleeting and transient behaviors, portfolio assessment is used to measure a collection of representative artifacts.