Documenti di Didattica
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Documenti di Cultura
formative assessment:
a kind of assessment which helps the teachers planning of further classroom work
It is part of the learning process, gives feedback to learners in order that they may improve
their performance. Helps to form the learner.
Ethnocentrism:
The 1st stage in acculturation.From a travellers view it is an at home-wont go stage.From a
language learners view it is when recognises the music of the language the difference
between US and British English
Fast track program:
Launched in 1991/1992. CET (Center of English Teaching?) Training shorter, single subject.
Provided a very practical approach. Teaching practice lasted a full academic year. Democratic
leadership style, gave free hand in dealing with professional issues.
Transfer theory:
Behaviorist view: Learning is forming habits through practice and drills. L1 habits affect L2
habits (transfer). Transfer theory: what was learnt earlier is the basis for further learning. It
always takes place. There is positive transfer when it produces correct stuff, but there is
negative transfer when it produces errors.
Maintaining a group:
It is a process of 4-6 years in school. In this period learners go through significant individual
changes and group changes as well. The aim is to achieve group cohesion ( provide mutual
support, make one another welcome in the group)
Function and form:
Function is the purpose for which a language utterance is used in speech or writing
Form is the means by which a language utterance is used in speech or writing
What makes a good achievement test?
If it measures how sucessfully individual Sts or groups of Sts or the courses themselves have
been achieving objectives
Continuous assessment:
it keeps track of learners progress on a regular basis
Linguistic acculturation:
a learning process leading to adjustment to the culture and system of a foreign language
NYEK:
An optional year of intensive language instruction. Started in 2003 in grade 9 (an extra year )
with 11 or 12 language lessons a week and later from year 10 with enough (usually 5 )
lessons to prepare Sts for advanced level exams in L1 but preferably in L2 as well.
Rationale: a European ideal, a life long learning model, an opportunity for Sts from
disadvantaged background
Reality: most Sts quit after intermediate language exam. At present: new regulations under
construction