BEGINNING CONTROL PROCESSING FOCAL MODE PERIPHERAL MODE INTERMIDIATE

BEGINNING CONTROL PROCESSING FOCAL MODE PERIPHERAL MODE INTERMIDIATE AUTOMATIC PROCESSING MENTAL PROCESS TO AUTOMATIZE ADVANCED FULL SPECTRUM OF PROCESSING TO AUTOMATIC MODES

2) THE ROLE OF THE TEACHER BEGINNING INTERMIDIATE ADVANCED TEACHER-CENTERED CLASSROOM. THEY SHOULD BE ENCOURAGED TO ASK QUESTION AND MAKE COMMENTS CREAT EFFECTIVE LEARNING OPPORTUNITIES WITHIN A LERNERCENTERED CLASSROOM. STUDENTS ARE DEPENDENT. LEARNER-CENTERED WORK IS POSSIBLE.

3) TEACHER TALK BEGINNING ENGLISH NEEDS TO BE CLEARLY ARTICULATED SLOW THE SPEECH FOR EASIER COMPREHENSION USE SIMPLE VOCABULARY AND STRUCTURES INTERMIDIATE TEACHER TALK SHOULD NOT OCCUPY THE MAJOR PROPORTION OF A CLASS. ORAL PRODUCTION SHOULD BE CLEAR. ADVANCED THEY SHOULD BE CHALLENGED BY THE CHOICE OF NEW VOCABULARY, STRUCTURES, IDIOMS AND OTHER LANGUAGE FEATURES.

4) AUTHENTICITY OF LANGUAGE INTERMIDIATE SIMPLE GREETINGS AND INTRODUCTIONS. THEY BECOME CONCERNED ABOUT GRAMMATICAL CORRECTNESS. ADVANCED EVERYTHING FROM ACADEMIC, LITERATURE AND IDIOMATIC MATERIALS BECOMES A LIGITIMATE RESOURCE.

5) FLUENCY AND ACCURACY INTERMIDIATE ACCURACY SHOULD CENTER ON THE GRAMMATICAL, PHONOLOGICAL OR DISCOURSE ELEMENTS TO BE SENSITIVE TO STUDENTS’ NEED TO PRACTICE FREELY AND OPENLY. THE DIFFERENCE BETWEEN FLUENCY AND ACCURACY IS A CRUCIAL CONCERN ADVANCED STUDENTS ARE NO LONGER THINKING ABOUT EVERY WORD OR STRUCTURE THEY ARE PRODUCING OR COMPRENHENDING.

6) STUDENT CREATIVITY TO BE ABLE TO PRODUCE AND COMPREHEND UNREHEARSED SITUATIONS, INTERMIDIATE ADVANCED INTERLANGUAGE ERRORS ARE GOOD INDICATIONS OF THE CREATIVE APPLICATION OF A SYSTEM. STUDENTS ARE ABLE TO APPLY CLASSROOM ACTIVITIES TO REAL CONTEXTS BEYOND

7) TECHNIQUE INTERMIDIATE MECHANICAL TECHNIQUES ARE APRROPIATE CHORAL REPETITIONS TEACHER-INITIATED QUESTIONS TECHNIQUES INCREASE IN COMPLEXITY: GROUP PROBLEM SOLVING, ROLE-PLAYS, STORY TELLING PAIRED INTERVIEWS

7) TECHNIQUE ADVANCED SOCIOLINGUISTIC AND PRAGMATIC COMPETENCIES: GROUP DEBATES AND ARGUMENTATION. COMPLEX ROLE-PLAY. SCANNING AND READING MATERIALS. DETERMINING AND QUESTIONING AUTHOR’S INTENT.

8) LISTENING AND SPEAKING GOALS MEANINGFUL AND AUTHENTIC COMMUNICATION TASKS LIMITED BY GRAMMAR, VOCABULARY AND LENGTH OF UTTERANCE INTERMIDIATE ADVANCED STUDENTS CAN PARTICIPATE IN SHORT CONVERSATIONS ASK AND ANSWER QUESTION. THEY FOCUS MORE CAREFULLY ON ALL THE SOCIOLINGUISTIC NUANCES OF LANGUAGE THEY ARE ABLE TO SOLICIT INFORMATIONS FROM OTHERS.

9) READING AND WRITING GOALS INTERMIDIATE ADVANCED THEY ARE CONFINED TO BRIEF BUT REAL-LIFE WRITTEN MATERIALS STUDENTS REED SHORT PARAGRAPHS AND SIMPLE STORIES WRITTEN WORKS MAY INVOLVE LISTS, SIMPLE NOTES A ND LETTERS THEY USE SKIMMING AND SCANNING SKILLS. LEARNING MORE ABOUT CRITICAL READING AND INTERPRETING WRITTEN TEXTS SUCH AS LABORATORY REPORTS, EXPERIMENTAL RESEARCH.

10) GRAMMAR INTERMIDIATE AN INDUCTIVE APPROACH WITH SUITABLES EXAMPLES WILL BE MORE EFFECTIVE IT DEALS WITH VERY SIMPLE VERB FORMS, PERSONAL PRONOUNS, SINGULAR AND PLURAL NOUNS SHORT SIMPLE EXPLANATIONS OF POINTS IN ENGLISH

10) GRAMMAR ADVANCED FUNTIONAL FORMS TO SOCIOLINGUISTIC AND PRAGMATIC PHENOMENA.

SOCIOPOLITICAL AND INSTITUTIONAL CONTEXTS

LANGUAGE POLICY ISSUE

INSTITUTIONAL CONTEXTS