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10S Metaphors and similes. You use metaphors when you say that one thing is another because they are somehow similar. There was a storm of protest storm is a word that describes violent weather conditions but here it means a violent outburst.
i- Proficiency
It's pretty difficult to come up with a syllabus for proficiency level as many of the questions are more like Alevel English for native speakers. Proficiency has more exercises based on inference (reading between the lines).
Keeping things Relevant not only do you teach according to the students level a concept called grading you also teach what is relevant and useful to them. [2, с.56-57].
REFERENCE
1. 1-Brown, Douglas, 2007 by Pearson Educational, Principle of Language Learning and Teaching , Fifth Edition.
2. 2-Johnson, Karen, Understanding Language Teaching Reasoning in Action, the Pennsylvania Staite University.
3. 3-Harmer, Jeremy, 2001 Pearson Education Limited, The Practice Of English Language Teaching, third Edition.
4. 4-Maxom, Michelle, 2009, Teaching English as a Foreign Language For Dummies, Published by JohnWliey and Sons Lid.
5. 5-Nunan, David, First published1996, Furth Printing 2000, The Self-directed Teacher Managing the Learning Process, Cambridge University press.
6. 6-Nunan, David, 1976,Second Language Teaching and Learning , United States Copying.
7. 7-Richaids, Jack , First published 1996, 19th Printing2011.ReHective Teaching in Second Language Classroom , Cambridge University press.
8. 8-Richaids, Jack, 1996, New Ways in Teaching Youth Children. U.S. A, I.N.C,
АНАЛИЗ РОЛИ УЧИТЕЛЕЙ В ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ В КЛАССЕ
Статья посвящена категории обучения речевым навыкам на занятиях. Автор статьи исследовал различные роли обучения говорению, грамматике и лексике в языковом классе, в своем исследовании автор использовал английскую литературу.
Ключевые слова: Начальный, Элементарный, Ниже среднего, Средний, Выше-средний, Продвинутый, Уровень владения.
ANALYSIS OF ROLE OF TEACHERS FOR TEACHING ENGLISH LANGUAGE IN THE CLASSROOM
The article is devoted to speaking skills category of teaching in the classroom. The author article researched different roles of teaching speaking, Grammar and vocabulary roles in the language classroom, the author used English literature in his research.
Keywords: Beginner, Elementary, Pre intermediate, Intermediate, Upper -intermediate, Advanced, Proficiency.
Сведения об авторе:
Ахмад Фавад Файёз - Афганистан - Фарьяб. Университет Фарьяб, факультет литературы и гуманитарных наук, член английского отделения, E-mail: fawadfayez2001@gmail.com Тел: (+992) 919835983
About the author:
Ahmad Fawad Fayez - Afghanistan - Faryab. Faryab University, Literature andHumanities Faculty, English Deportment member. Email:_ fawadfayez20oi@gmail.com Tel: (+992) 919835983, Address: Faryab University, Karte General Abdul Rashid Dostum Maymana City Faryab Afghanistan.
DEVELOPING USES OF TECHNOLOGY IN LANGUAGE TEACHING AND LEARNING
Ahmad J. Sh
Faryab University,Islamic Republic of Afghanistan
There are two main ways to think about technology for language learning: technology as providing teaching resources and technology as providing enhanced learning experiences. On the one hand, if we think of technology as providing resources, then it is clear that technology has long been associated with language teaching. For years, the technology may have only been chalk and a blackboard. Later, film strips, audio, and video recording and play back equipment were additions to the technological tools available to many teachers. These days, of course, there are digital technological resources that teachers can draw on. The Internet, which connects millions of computers around the world, makes it possible to communicate from one computer to another. As a result, the World Wide Web (www or the web), a way of accessing information over the Internet, has enabled teachers to find authentic written, audio, and visual texts on most any topic imaginable. There is a breadth and depth of material available for those who know how to surf the web, i.e. use online research tools known as 'search engines' to find it. Computers also provide the means to access online dictionaries, grammar and style checkers, and concordances (which we will
discuss later in this chapter). On the other hand, if we think of technology as providing enhanced learning experiences, then the implications are even greater: Technology is no longer simply contributing machinery or making authentic material or more resources available that teachers can use; it also provides learners with greater access to the target language. As a result, it has the potential to change where and when learning takes place. Furthermore, it can even shape how we view the nature of what it is that we teach. [L. Cameron.2008.Pp.31:519.]
At first glance, neither definition of technology-providing teaching resources and providing enhanced learning experiences-would appear to constitute a method. However, the use of technology for the latter significant methodological innovation and deserves a place in this book. As Kern has put it:
Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new forms of discourse, now forms of authorship, and new ways to create and participate in communicates. (Kern 2006: 183)
A classroom setting with a teacher in front at the blackboard/whiteboard and with students at their desks reading from a textbook, while still at norm in much of the world, is giving way to the practice of students working independently or collaboratively at computers and using other technology, such as cell phones (mobile phones), inside and outside of class discourse, which students use to author and post messages online, has features of both written and oral language, and students participate in online or virtual communicates that have no borders.
Even if all their language learning is done in formal learning contexts, learners who have access to computers have more autonomy in what they choose to focus on. With the use of technology, students are more likely to use language for:
Ongoing identity formation and personally meaningful communication in the service of goals that extend beyond 'practice' or 'learning' in restrictive senses associated with institutional settings. (Thorne 2006: 14) Technology also allows teaching to be tailored to the individual to a greater extent than is normally possible. A few Computer-assisted Language Learning (CALL) programs can even adapt to diverse learners by analyzing their input and providing customized feedback and remedial exercises suited to their proficiency. There are also programs that feature computer adaptive testing so that students respond to test questions at an appropriate level. [Lewis, G.2009.Pp. 49.64]
Complementing the greater individualization is the greater social interaction that can result from the ability to link students through networked computers. You may recall from our discussion in Chapter 10 the claim that learning takes place through social interaction (Vygotsky 1978). Social interaction helps students co-construct their knowledge by building another's experience. The fact that interaction in technology happens mainly through writing means that the interaction is available for later reflection and analysis. Here is how Eric, a student of French, describes learning from e-mail interactions with a native speaker of French. [McCarthy, M..1998. Pp. 10.35]
E-mail is kind of like not a written thing .. .when you read e-mail you get conversation but in a written form so you can go back and look when at them ... I have had that experience where conversational constructions appear in an e-mail form from a native speaker of French, which is really neat Because it doesn't fly by you.
So technology makes possible greater individualization, social interaction, and reflection on language, and inferring from Eric's comments, greater student motivation. [Reeder, K.2004. Pp. 8.288.105]
At the same time as technology enhances language learning experiences, it also contributes to reshaping our understanding of the nature of language: Language is not a fixed system. Instead, it is always changing and being changed by those who use it (Larsen-Freeman and Cameron 2008). Because technology allows learners to explore language used in process (for example. Eric's comment above about language in use flying by'), it helps make visible the emergent, changing nature of language. In fact, this more dynamic view of language has even been applied to grammar in what Larsen-Freeman (2003) calls grammarian. Grammaring is not knowledge of grammar rules, but is rather the ability to use grammar structures accurately, meaningfully, appropriately, and creatively as well.
Despite what technology has to offer, we should always remember:
.that it is not technology per se that affects the learning of language and culture but the particular uses of technology. This emphasis on use highlights the central importance of pedagogy and the teacher.
Technology should be integrated into the curriculum and not just added in because it is new. Before observing a class, as we customarily do at this point, we are going to introduce a few of the terms that will be used in the lesson. We will elaborate on these terms later in this chapter.
A Blog:
A blog (an abbreviation of web+log) is a personal online journal. The author of the journal can update it as often as he or she desires with personal reflections or by adding material from other sources.
A Social Networking Site:
A social networking website such as Facebook is accessed via the web (for web address, see page 218). Participants have their own homepage on the Site, to which they add personal information, links to other online sources, Photos, etc. A participant has 'friends' who are other participants with whom they choose to be connected. If someone is your friend, you can see information and photos he or she has chosen to share.
YouTube:
YouTube is a website where one can watch and share short videos (for web address, see page 218). Most YouTube videos are available to anyone who has a high speed connection to the Internet. The range of topics is vast, including actual videos from language classrooms, lectures, and small vignettes everyday life.
Wiki:
A wiki is a quick way of being able to create and edit web-documents. Wikis are very useful in collaborative writing tasks, and they are very good for highlighting and observing the process of writing.
Electronic Text Corpus:
An electronic text corpus is a collection of authentic spoken and written texts, often consisting of thousands, if not millions, of words. The corpus is computer-searchable. A teacher or a student can find many instances of a particular word or phrase as it is used in a sentence. The instances can then be analyzed for the form, meaning, and use of a word or expression, its frequency, and for what precedes and what follows it in a sentence.
Experience:
Now, we turn to the experience. The following class takes place at an English language institute in Thailand. The class consists of 16 students between the ages of 16 and 30, who are high-intermediate learners of English. They meet for one and one-half hours two times a week. The classes are held in the evening because the students are also attending school or working at jobs. The institute has classrooms equipped with the following technology: a computer and a liquid crystal display (LCD) projector, an overhead projector, and a TV and VCR/DVD unit. There are two computer labs in the institute, each having 20 computers, offering high-speed Internet access and printers. In addition, the entire building is a wireless zone for Internet use. The class meets in one of the computer labs. The lab is set up with computer tables topped by computers around the edges of the room, facing the wall. This allows the teacher to have students turn their chairs to face inwards to form a circle for discussion and then easily turn back to work on the computers. [Reeder, K.2004.Pp. 18.28]
Prior to this lesson the students have been required to participate regularly in three online tasks. First, they have been asked to maintain an online blogs, in which they regularly record their experiences in learning English. Some students have used this as a record of new vocabulary or to comment on a particular English language website they have found useful. Other students have chosen to use their blog for personal reflection. These students write about what is happening in the class or what they are learning. They also discuss experiences they are having in finding ways to use the language or reactions that others (such as tourists and visitors) have to their use of English. Each student has also been told to comment on at least three other classmates' blogs every week.
As a second ongoing task, the students have created a profile on a social networking site. Their teacher has chosen to use Facebook, where many of the students had a profile already. The students have to log on to Facebook a minimum of three times per week in order to read what their classmates have posted and to update their 'status: They have also been encouraged to respond to the status updates of their classmates. In addition, as is the nature of social networking sites, the students each have their own set of friends who are not members of the class and with whom they also exchange information and updates.
For the final ongoing task, the students are asked to do some research for the wiki that they have created with classmates. Earlier in the course, they chose a topic that they wanted the world to know about. They chose traditional Thai dance forms. On an ongoing basis they edit a wiki document on this topic, adding information and links to external websites and commenting on each other's contributions.
Some of the students have also chosen to correspond with 'e-pen pals,' and some even chat electronically in real time with their pen pals. The teacher has helped match these students with Australians that she met when she was a student herself at the Australian National University in Canberra.
As the class begins, there is lively chatter about the assignments they have been working on, both in English and in Thai. The teacher greets the students, also in both languages. With each student now seated at his and her own computer, the teacher asks the students to check their language learning blogs and to read any new comments that have been made to their blog entries. The teacher peers over the shoulders of each student to look at the computer screen and to make sure that the assignment has been done. After giving the students a chance to check their blogs, the teacher asks the students to turn their chairs inwards to form a discussion circle. She begins the on by asking 'How many of you have received comments on your blogs? All the students raise their hands. 'Did you receive any comments that were surprising? Did you receive any comments from someone not in the class?' Who is willing to share a comment? One student, tuk, says, I received a comment from an English language student in Jakarta, Indonesia, who wants to know if I use a word that I had written, "segue", in my everyday speaking. This Indonesian student, Dedi, said he had only seen this word written and never spoken. The teacher asked for ideas from the class. How might Tuk respond to Dedis comment? How have you heard the word segue" used? She asks. Many students have not heard the word before; those that are familiar with the word have only seen it in print. The teacher tells the class that later in the lesson they will use a computer corpus to see what they can learn about segue. [Kramsch, C. and S. Thorne.2002. Pp.83-100]
A second student, Lek, says, I received a comment from an English student in Costa Rica, named Alejandro that I don't understand. The teacher asks how we can help Lek understand what Alejandro was trying to tell her. The class switches to a mixture of English and Thai for a few minutes as they brainstorm the best ways to respond to
Alejandro. Lek thinks that she will be able to use the suggestions of her teacher and classmate to communicate with Alejandro.
Next, the teacher asks the students to form pairs at a computer. She tells them to take turns opening up their Facebook pages and reviewing together what has been posted there. There is a good deal of laughter as many posts are funny. One student in the class, Sunni, had written on his 'wall' (the location on Facebook where individuals can share their current status), 'I love coffee! Other Facebook friends commented on the wall: 'If you love coffee, marry it and aren't you getting enough sleep? On his wall, Sunni also read an invitation to get coffee at a nearby cafee from a member of the class, Waew. He turned around and called over to her saying, sure. Let's drink coffee. How about after class? [Kern, R.2006.Pp. 40.832.]
After 10 minutes, the teacher asks the students again to turn their form a circle. She asks a few questions: 'What idioms or special use of English did you encounter or use on your Facebook page? What do you think the idioms mean? Did you try to use any new language on Facebook?
Lam tells the class that she used the idiom 'get a grip on Facebook. The students compare their ideas on the meaning of get a grip: The teacher then suggests that they consult an online corpus, the British National Corpus (The British National Corpus (BNC) is an l00 million word collection of samples of written and spoken language from a wide range of sources). They type in the words 'get a grip, and they are taken to a page with 50 examples of this expression (a concordance), each used in a sentence
Comments from people not in the class are possible only if the blog is set up that way at the beginning. This is a choice teachers have to make-public or private blogs. The teacher asks then what they notice about the phrase 'get a grip. The students quickly realize that it is always, or almost always, followed by the preposition 'on. In checking further examples, they see that it can sometimes be followed by the preposition 'of. They note that it was also used as a command Get a grip!' They discuss whether or not this form has a different meaning from the phrase with 'on' in it. With the teacher's guidance, they see that get a rip' could be used literally to mean a physical hold or more metaphorically to mean in control. They then go to an online dictionary and type 'get a grip on' and find out that it means 'to obtain mastery or control over something or someone' and that it can also occur with the verb have The teacher asks them to make up a few sentences with the phrase, which they then read out loud as she checks. They also do a corpus search and create a concordance for Tuk's word segue. They discover that it is only used infrequently-there were only two instances in the entire 100-million word BNC. Moreover, one of them was in the name of a company, and both instances were found in written texts. They concluded that the Indonesian student was probably right. It probably is not likely to be used often in conversation. Tuk says that she will let him know.
The teacher tells the students again to turn back to their computers in pairs. The teacher directs the pairs to a YouTube site, where they watch a rock band performing its latest hit song. The students watch the video and listen to the song. Then the teacher tells them, please now work together with partner to post a comment on your reactions to the performance. What did you think about it? Did you enjoy the performance? Why? They follow the same procedure with another YouTube site, this one focusing on diet-related health concerns. Most of the pairs focus on the postings on their page and work together on writing and co-editing clever and relevant comments in response. One of the pairs asks the teacher which is correct: "There are a lot of reasons to like this performance' or There are a lot of reasons to like this performance. The teacher replies that the second sentence is correct according to the grammar rule, but sentences like the first sentence are often used by native speakers of English these days.
The final step in the lesson is for the students to do a quick review of their wiki project. For this step, they work in small groups, with each working at one computer. Each group has decided upon a particular Thai dance to research and write about. There is not time in the class on that day to add any new material; the teacher tells them they will do this in the next class. For now, the members of each group are helping each other decide what they need to add or how to improve what is on the wiki. Later in the semester they will be making group presentations in class on their dances, using PowerPoint slides.
REFERENCES
1. Kern, R. [2006] Perspectives ontechnology in learning and teaching languages. TESOL Quarterly Pp. 40.832.
2. Kramsch, C. and S. Thome. [2002] Foreign language learning as global communicative practice' in D. Block and D. Cameron [Eds.] Globalization and Language Teaching, London: Routledge Pp.83-100.
3. L. Cameron. [2008] Complex Systems and Applied Linguistics. Oxford: Oxford University Press. Pp.31:519.
4. Lewis, G. [2009] Bringing Technology into the Classroom. Oxford: Oxford University Press. Pp. 49.64.
5. McCarthy, M. [1998] Spoken Language and Applied Linguistics. Cambridge: Cambridge University Press. Pp. 10.35
6. Reeder, K., L. McFadden, J. Roche, and M. Chase. [2004] 'negotiating cultures in cyberspace: Participation patterns and Problematics. Langya Learning and Technology. Pp. 8.288.105.
РАЗВИТИЕ ИСПОЛЬЗОВАНИЯ ТЕХНОЛОГИЙ НА ЯЗЫКЕ УЧИТЬ И УЧИТЬСЯ
Компьютерные технологии не являются панацеей для обучения языкам; его использование требует значительных затрат времени и денег и не приносит гарантированных результатов.
Как видно из трех приведенных выше тематических исследований, надлежащее использование новых технологий позволяет более тщательно интегрировать язык, контент и культуру, чем когда-либо
прежде, и предоставляет студентам беспрецедентные возможности для автономного обучения. Компьютерные технологии не только помогают учителям и ученикам преодолевать лингвистические, географические и временные барьеры, но и наводить мосты между двуязычными программами, программами ESL и иностранными языками. Использование новых технологий позволяет студентам участвовать в онлайнобщении и исследованиях, которые будут иметь первостепенное значение для успеха в их академической и профессиональной деятельности.
Ключевые слова: возможности, коммуникация, технология, производительность, компьютер, вклад, внешний.
DEVELOPING USES OF TECHNOLOGY IN LANGUAGE TEACHING AND LEARNING
In conclusion computer technology is not a panacea for language teaching; using it demands substantial commitments of time and money and brings no guaranteed results.
As seen from the above three case studies, appropriate use of new technologies allows for a more thorough integration of language, content, and culture than ever before and provides students with unprecedented opportunities for autonomous learning. Computer technologies not only help teachers and students to transcend linguistic, geographical, and time barriers but also to build bridges between bilingual, ESL, and foreign language programs. The use of new technologies allows students to engage in the types of online communication and research which will be paramountfor success in their academic andprofessionalpursuits.
Keywords: opportunities, communication, technology, performance, computer, contributions, external.
Сведение об авторе:
Ахмад Джавид Ширзад - Исламская Республика Афганистан, Министерство высшего образования, Университет Фарьяб, факультет литературы и гуманитарных наук, факультет английского языка. Мобильный: +93799477661. E-mail: shirzadjawid@yahoo.com
About the author:
Ahmad, J. Sh. - Islamic Republic of Afghanistan, Ministry of Higher Education, Faryab University, Literature and Humanities Faculty, English Department. Mobile: +93799477661. Email: shirzadjawid@yahoo. com
YOUNG CHILDREN AND LANGUAGE
AhmadKh R
Faryab University Islamic Republic of Afghanistan
It is a predominant fact that both teachers and students confront many problems regarding correct usage of a language. Many researches recently have shown that acquisition of a language among young children is related to the issue of initial activities that is really and mostly considered the main purpose of every single human. It is concise and clear that studding of different subj ects and fields teach nothing for young children as being in a society can, and as a result ,we usually don not imagine our language as something that might wield power, fuel debate, or even cause conflict in truth , however, language can operate in all of these ways. Learning of a specific language even the mother tongue can be learned at two different ways: formal and informal of which formal learning rarely can be acquired in society and family but the starting point of informal learning is mostly considered among the families that mainly encompasses all the principles which is being taught as an oral teaching of a language through the parents for their young children.
Language definition
Language is a structured system of communication. Language, in a border sense, is the method of communication that involves the use of - particular human - languages, or the method of human communication, either spoken or written, consisting of the use of the words in a structured and conventional way.
How do children learn to talk?
Over the last forty years, at least researchers (psycholinguists this time and not educationalists) have approached this question from a variety of angles, leading to some quite famous 'fallings out' between them. We will try in this section to focus on those aspects that have a particular bearing on the j ob of primary teachers, especially in Key Stage 1, as they strive to build on what has already been achieved by the children so far.
The language acquisition device (LAD)
It is possible to see language learning as innate, part of a child's genetically transmitted inheritance, like walking upright or using the hands as tools. Chomsky emphasized this approach. He suggested that inside the brain of each one of us is something called a Language Acquisition Device or LAD for short, which predisposes us to learn and to use language. This is important to bear in mind if you have been inclined to take the view that children learn to speak by imitating adults. Of course, they do learn from the adults around them, but there is more to language learning than this. This is most obviously true when children say things that they have never heard an adult say. Examples might be: I ran all the way to school today.
