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preparing CCQ before going to class (TESLNET). ESL FOCUS provides fairly details of
CCQ for lexis consisting of Noun, Verb, Adjective, and Idiomatic, and Functional
phrases. For instance, some recommended CCQ for Noun are asking learners to give
one example or describing its shape, size, function, etc. The teacher may ask their
learners to point at that thing, or gives places people can find it or reasons why
people need it. These ideas for checking each lexis are quite useful and specific for
teachers to question their students.
English has 4 skills (reading, writing, listening, and speaking), and language areas
(vocabulary, grammar, and pronunciation). This reflection paper intends to focus on
CCQ for vocabulary mostly because vocabulary is one of the most difficult aspects
for language learners to learn. Having enough vocabulary may help them feel
comfortaable with other skills and language areas as well.
How to Create CCQ for Vocabulary?
Roberts (2013) provides clear instructions and examples of CCQ for vocabulary after
giving the reasons why teachers should have proper ways to check students
understading . Firstly, teachers are supposed to know the exact meaning of the
word or phrase by looking up a reliable dictionary. The role of a dictionary is
important because it will give characteristics of meaning of that word or phrase. For
example, the word cosy described by the Longman Exams dictionary is A place
that is cosy is small, comfortable and warm:the living room was warm and cosy.
Hence, key features of the word are small, comfortable, warm, and used to
describe rooms. Secondly, teachers are expected to give examples in order to test
students understanding of above features by employing short and simple
questions, pictures, diagrams, mime ,etc. Teachers may ask students
questions such as If you are cosy, are you usually warm or cold?, Which is the
cosiest room in your house? Why?. Thirdly, she also lists some important notes that
teachers should remember when they use CCQ for vocabulary. Teachers should not
use a kind of language which is more complex than the language they are trying to
test. ELTTP (2000) describes clearer typical mistakes that teachers quite often make
such as teachers tend to overcheck, use long questions with complex words, or
even use the target items to test the target items, ask learners to give a long
answer, and like saying Do you understand?. Furthermore, ELTTP (2000) also
makes a short list about principles of concept checking. There are 6 principles:
1. Language should be presented in situations.
2. Students should be involved and kept interest by checking questions.
3.
4.
5.
6.
qs.
British
Council
BBC.
Retrieved
October
22,
http://www.teachingenglish.org.uk/knowledge-database/concept-qs
2013,
from
Concept
checking.
Teach-this.com.
Retrieved
October
22,
2013,
from
http://www.teach-this.com/ideas/concept-checking
Roberts, R. (2013). A short guide to concept checking vocabulary. ELT-Resourceful.
Retrieved from October 22, 2013, from http://elt-resourceful.com/2013/05/10/ashort-guide-to-concept-checking-vocabulary/
ELTTP (2000). Teaching language. Chapter 8: checking.
Teaching tip 19: concept checking. TESL NET. Retrieved October 22, 2013, from
http://www.tefl.net/teaching/teaching-tip_19.htm
Using concept checking in teaching. ESL Focus The World Guide.Retrieved from
October
from
446.html
23,
2013,
.http://www.eslfocus.com/articles/using_concept_checking_in_teaching-