language model in communication

8/13/2019 Language Model in Communication

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Language Model

(Different Strategies used in Language Teaching)


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The most common approach to literature in

the EFL classroom is what Carter and Long

(1991) refer to as the language-based

approach. Such an approach enables

learners to access a text in a systematic and

methodical way in order to exemplify

specific linguistic features e.g. literal andfigurative language, direct and indirect

speech.


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This approach lends itself well to the

repertoire of strategies used in language

teaching - cloze procedure, prediction

exercises, jumbled sentences, summary

writing, creative writing and role play -

which all form part of the repertoire of EFL

activities used by teachers to deconstructliterary texts in order to serve specific

linguistic goals.


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Cloze Procedure

Cloze procedure is a technique in which

words are deleted from a passage according

to a word-count formula or various other

criteria. The passage is presented to

students, who insert words as they read to

complete and construct meaning from the

text. This procedure can be used as adiagnostic reading assessment technique.


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What is its purpose?

to identify students' knowledge and understanding of the

reading process

to determine which cueing systems readers effectivelyemploy to construct meaning from print

to assess the extent of students' vocabularies and

knowledge of a subject

to encourage students to monitor for meaning whilereading

to encourage students to think critically and analytically

about text and content


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Example

Supply choices for the blanks.

1. Just as ____________have fur, birds have ____________.

(coats, animals) (feathers, wings)


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Prediction Exercises

Effective readers use pictures, titles,

headings, and textas well aspersonal

experiencesto make predictions before

they begin to read. Predicting involves

thinking ahead while reading and

anticipating information and events in the

text. After making predictions, students canread through the text and refine, revise, and

verify their predictions.
http://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.htmlhttp://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.htmlhttp://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.htmlhttp://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.htmlhttp://www.teachervision.fen.com/skill-builder/reading-comprehension/48540.html


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Why Is It Important?

Making predictions activates students' prior

knowledge about the text and helps them

make connections between new information

and what they already know. By making

predictions about the text before, during,

and after reading, students use what they

already knowas well as what theysuppose might happento make

connections to the text.


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Snow (1998) has found that throughout the

early grades, reading curricula should

include explicit instruction on strategies

used to comprehend text either read to the

students or that students read themselves.

These strategies include summarizing the

main idea, predicting events or informationto which the text is leading, drawing

inferences, and monitoring for

misunderstandings.


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Jumbled Sentences

Jumbled sentences are one sort of language

proficiency test question.

Proper sentences are divided into phrases.

These phrases are jumbled. The student is

expected to look at the jumbled phrases,

comprehend the meaning implied, and put

the sentence in order.


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Examples:

1. the . baby a gave apple

red mother her

2. the baby apple to tried the . eat


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Summary Writing

A summaryis condensed

version of a larger reading. A

summary is not a rewrite of theoriginal piece and does not have

to be long nor should it belong.
http://www.dictionary.msn.com/find/entry.asp?search=summaryhttp://www.dictionary.msn.com/find/entry.asp?search=summary


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To write a summary, use your own words to

express briefly the main idea and relevant

details of the piece you have read. Your

purpose in writing the summary is to give

the basic ideas of the original

reading. What was it about and what did

the author want to communicate?While reading the original work, take note

of what or who is the focus and ask the

usual questions that reporters use: Who?What? When? Where? Why? How? Using

these questions to examine what you are

reading can help you to write the summary.


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Creative Writing

Creative writing is anything

where the purpose is to expressthoughts, feelings and emotions

rather than to simply conveyinformation.


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Role Playing

In role playing, students act out characters

in a predefined "situation".

Role-playingrefers to the changing of one's

behaviour to assume a role, either

unconsciously to fill a social role, or

consciously to act outan adopted role.

While the Oxford English Dictionaryoffersa definition of role-playing as "the changing

of one's behaviour to fulfill a social role"
http://en.wikipedia.org/wiki/Rolehttp://en.wikipedia.org/wiki/Actinghttp://en.wikipedia.org/wiki/Oxford_English_Dictionaryhttp://en.wikipedia.org/wiki/Oxford_English_Dictionaryhttp://en.wikipedia.org/wiki/Actinghttp://en.wikipedia.org/wiki/Role


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What Is Its Purpose?

Role playing allows students to take

risk-free positions by acting out

characters in hypothetical situations. Itcan help them understand the range of

concerns, values, and positions held by

other people. Role playing is anenlightening and interesting way to

help students see a problem from

another perspective.


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THANK YOU FORLISTENING!

God bless you!

language model in communication

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