The TKT Course Modules 1, 2 and 3

Spratt, Mary; Pulverness, Alan; Williams, Melanie

doi:10.1017/cbo9781139062398

Cited by 40 publications

(45 citation statements)

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“…• лексика -учење нових појмова/врста речи ради богаћења речнич-ког фонда, облика њиховог грађења, извођења и комбиновања у ко-локације и сложеније изразе (Graves 2000;Scrivener 1994;Spratt et al 2005);…”

Section: однос оцене и постигнућа у настави енглеског језикаunclassified

“…поздрављање, захваљивање, ис-казивање слагања/неслагања и сл. (Graves 2000;Spratt et al 2005). Увежбавање, па ни утврђивање, језичке грађе не треба да се своди само на задатке које нуде уџбеници.…”

Section: однос оцене и постигнућа у настави енглеског језикаunclassified

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Comparison of assessment and achievement in English language teaching

Jankovic¹

2017

Nasledje, Krag

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Section: однос оцене и постигнућа у настави енглеског језикаunclassified

Comparison of assessment and achievement in English language teaching

Jankovic¹

2017

Nasledje, Krag

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“…Motivation refers to the thoughts and feelings which make learners want to and continue to do something (Spratt, Pulverness, & Williams, 2011). Gardner and Lambert (1972) distinguished between instrumental motivation, which refers to a functional goal for language learners, such as getting a job or passing an examination, and integrative motivation, which refers to a learner's wishes to identify with the culture of the L2 (Second Language) group.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The reviewed literature on motivation in this paper suggests that there is an important link between autonomy and educational theories of motivation, which could account for the claimed power of autonomy (Malcolm, 2011;Reid, 2007). Spratt et al (2011) point out that motivation may lead to autonomy or be a precondition for it. Their study indicated the importance of developing a student's motivation to learn in teachers' teaching practice, in advance of the promotion of their autonomous learning abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of Motivation, Autonomy and Online Environment on Listening Skills of Elementary and Intermediate Learners of English

Liu¹

2014

IES

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Computer technology provides students with an opportunity to interact with native speakers in many different forums and therefore enables them to practise and develop their listening skills. Furthermore, video and audio have been developed for use in a wide range of classroom activities. With regards to listening skills in language learning, the majority of studies have concentrated on the use of specific course material. For this reason, this study examines the differences in the perceptions of acquiring listening skills using online resources between elementary and intermediate students. 268 students from a private college and a public university in a Chinese EFL (English as a Foreign Language) context participated in the research project. The data collection methods included questionnaires and interviews, pre-and post-testing measuring tools. According to the pre-and post-test results, the private college students within a technology environment did not make much progress in terms of English listening proficiency. However, the public university students improved significantly within the same environment. The research findings indicate that learner variables, such as learning attitude and motivation, in addition to learner autonomy, play a vital role in facilitating the progress of students at different levels.

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“…Writing, as one of productive language skills, is communicating messages in written symbols involving other micro skills [1]. Writing activity purposes to express ideas to the readers.…”

Section: Introductionmentioning

confidence: 99%

Designing Task-Based Syllabus For Writing Class

2018

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Abstract.Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students' proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome), course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.

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The TKT Course Modules 1, 2 and 3

Cited by 40 publications

References 0 publications

Comparison of assessment and achievement in English language teaching

Comparison of assessment and achievement in English language teaching

Influence of Motivation, Autonomy and Online Environment on Listening Skills of Elementary and Intermediate Learners of English

Designing Task-Based Syllabus For Writing Class

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