utterance - a complete unit of speech in spoken language. An utterance can be shorter than a sentence.
A: when's he coming?
B: tomorrow - an utterance.
velar - from velum /k/ /g/ - velum is the soft part at the back of the throat.
holistic learner - describes a learner who learns language through global exposure to language.
discrete-item test - a test of one particular area of grammar, lexis or discourse.
forward wash - the effect a test/exam has on the teaching that follows the test/exam.
schemata - a mental representation of a situation or the context of a text.
top-down processing - applying world or context knowledge in our decoding of the meaning of a text.
hyponym - a word whose meaning is included in the meaning of another more general word. bus is a hyponym of vehicle.
Monday, 9 March 2015
Paper 2 Task 1
face validity - a test LOOKS LIKE it tests what it's supposed to e.g. a pronunciation test which is written may be perceived by the ss as not having face validity.
content validity - thoroughness. does it test what is in the syllabus?
construct validity - the test tests what it's supposed to and nothing else.
predictive validity - how well ss will use a language or skills area in the real world.
direct test - a test of the language point or skill by focusing on that language point.
indirect testing - a test of something within the context of something else.
direct - testing use of linkers with a gap fill
indirect - testing a student's use of linkers by getting them to write a discursive essay.
* does the test rely on the subjective opinion of the marker (low reliability) or is is mechanically marked (high reliability).
content validity - thoroughness. does it test what is in the syllabus?
construct validity - the test tests what it's supposed to and nothing else.
predictive validity - how well ss will use a language or skills area in the real world.
direct test - a test of the language point or skill by focusing on that language point.
indirect testing - a test of something within the context of something else.
direct - testing use of linkers with a gap fill
indirect - testing a student's use of linkers by getting them to write a discursive essay.
* does the test rely on the subjective opinion of the marker (low reliability) or is is mechanically marked (high reliability).
Friday, 6 March 2015
cognitive
cognitive = the mental act of learning/understanding
CBT - cognitive behavioural therapy = a form of therapy in which, having learnt to understand their anxiety, patients attempt to overcome their usual behavioural responses to it.
cogitate - to ponder; think about sth; meditate
CBT - cognitive behavioural therapy = a form of therapy in which, having learnt to understand their anxiety, patients attempt to overcome their usual behavioural responses to it.
cogitate - to ponder; think about sth; meditate
Polysemy & homonyms
polysemy - chip - small piece of material.
homonyms - to bat one's eyelids/to bat a ball/vampire bat - no overlap in meaning.
homonyms - to bat one's eyelids/to bat a ball/vampire bat - no overlap in meaning.
Monday, 2 March 2015
Paper 1
Task 1 (6 marks, 5 mins)
-careful with spelling
-answer is usually 1 or 2 words
-do not give an example or extra info.
Task 2 (12 marks, 15 mins)
a. Adjacency pair
Definition: this is worth 2 point.
Example:
a. Adjacency Pair
Definition: paired phrases (or triplets) which occur together in often fairly fixed ways
Example: “How are you?”
“Fine, thanks. And you?”
Task 3 (12 marks, 10-15 mins)
-this task can either be a writing or speaking activity at any level.
-2 marks for each language feature correctly identified and 2 marks for each correct example.
-use bullet points and simple list the features.
Feature:
Example:
Language features = language systems: grammar, functions, lexis, discourse, (phonology for the speaking).
Grammar
Feature: use of the passive
Example: 'you will be taken straight to your hotel when you arrive'.
Feature: present perfect continuous
Example: 'I've been working as a journalist for 6 months'
Feature: phrasal verbs
Example: 'I took up tennis recently'. NOT 'take up/give up'
PROVIDE FULL EXAMPLES: 'I've been working in a school' NOT 'I've been working'.
Vocabulary features: here you don't need to put full example of what the ss might say - just 4-6 words. e.g.
Feature: lexis of public buildings.
Example: church, railway station, library
=> If the feature is about paragraph organisation, you need to put a full mini paragraph plan. e.g. imagine the task is to write about a favourite hobby:
Feature: appropriate paragraph organisation
Example: paragraph 1 - your experience with this hobby paragraph 2 - the good points of this hobby paragraph 3 - the disadvantages.
PHONOLOGY
Feature: emphatic stress to show enthusiasm
Example: 'you must see it, it's amazing!'
Paper 4 (20 marks, 20-25 mins)
-read rubric and think about what you would expect from a student of that level.
-must include 1 strength and 1 weakness. It can be 3 strengths and 1 weakness though.
Strengths
Task Achievement:
Example:
Weaknesses
Accuracy of grammar:
Example:
Paper 5 (50 marks, 45 mins)
Feature 3 - Headline - it's elliptical (functional words are omitted)
-careful with spelling
-answer is usually 1 or 2 words
-do not give an example or extra info.
Task 2 (12 marks, 15 mins)
a. Adjacency pair
Definition: this is worth 2 point.
Example:
a. Adjacency Pair
Definition: paired phrases (or triplets) which occur together in often fairly fixed ways
Example: “How are you?”
“Fine, thanks. And you?”
Task 3 (12 marks, 10-15 mins)
-this task can either be a writing or speaking activity at any level.
-2 marks for each language feature correctly identified and 2 marks for each correct example.
-use bullet points and simple list the features.
Feature:
Example:
Language features = language systems: grammar, functions, lexis, discourse, (phonology for the speaking).
Grammar
Feature: use of the passive
Example: 'you will be taken straight to your hotel when you arrive'.
Feature: present perfect continuous
Example: 'I've been working as a journalist for 6 months'
Feature: phrasal verbs
Example: 'I took up tennis recently'. NOT 'take up/give up'
PROVIDE FULL EXAMPLES: 'I've been working in a school' NOT 'I've been working'.
Vocabulary features: here you don't need to put full example of what the ss might say - just 4-6 words. e.g.
Feature: lexis of public buildings.
Example: church, railway station, library
=> If the feature is about paragraph organisation, you need to put a full mini paragraph plan. e.g. imagine the task is to write about a favourite hobby:
Feature: appropriate paragraph organisation
Example: paragraph 1 - your experience with this hobby paragraph 2 - the good points of this hobby paragraph 3 - the disadvantages.
PHONOLOGY
Feature: emphatic stress to show enthusiasm
Example: 'you must see it, it's amazing!'
Paper 4 (20 marks, 20-25 mins)
-read rubric and think about what you would expect from a student of that level.
-must include 1 strength and 1 weakness. It can be 3 strengths and 1 weakness though.
Strengths
Task Achievement:
Example:
Weaknesses
Accuracy of grammar:
Example:
Paper 5 (50 marks, 45 mins)
Feature 3 - Headline - it's elliptical (functional words are omitted)
Feature 5 - The passive - neutral quality - suggest impartiality (fair, just)
[stay impartial until you have heard both sides]
Feature 8 - use of present tenses to emphasise the immediacy and relevance of news events. e.g. Obama snubs. e.g Obama to visit Gaza (infinitive for future)
Feature 9 - expanded or densely pre-modified noun phrases are used to save time and space in descriptions. e.g. {terrorist fist-thumping gesture/right wing critics/former CIA officer and Hilary Clinton supporter.
macrostructure - the overall structure of a text (also termed genre structure or discourse structure)
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