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Kalpana, R.
- An Inventory of Successful and Unsuccessful Strategies of Pre-Final Engineering Students Tackling a Cloze Test
Abstract Views :567 |
PDF Views:407
Authors
Affiliations
1 PSG College of Technology, Coimbatore, IN
1 PSG College of Technology, Coimbatore, IN
Source
HuSS: International Journal of Research in Humanities and Social Sciences, Vol 1, No 2 (2014), Pagination: 64-70Abstract
The present study is aimed at studying the various strategies used by engineering students attempting a cloze test. A narrative text with 100 blanks was administered to a group of 52 prefinal engineering students. The students were given one-hour time to complete the task. Following the test, a group of students was selected at random and interviewed, and all the interviews were recorded. Select strategies used by the high scorers and low scorers have been identified, classified as appropriate and inappropriate and presented.Keywords
Appropriate and Inappropriate Language Learning Strategies, Cloze Test.Full Text
References
- Wenden A., Rubin J., Learner strategies in language learning, New Jersey: Prentice Hall, 1987.
- Oxford L.R., Language Strategies: What Every Teacher Should Know, New York: Newbury House Publishers, 1990.
- Vann R.J., Abraham R.G., "Strategies of unsuccessful Language Learners", TESOL Quarterly, 24(2):177-180, 1990.
- Block E., "The Comprehension Strategies of Second Language Readers", TESOL Quarterly, vol. 20(3), pp. 463-494, 1986
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- Smith F., Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read, 5th ed, New Jersey: Erlbaum Associates, 1994.
- Exploiting a Reading Passage to Teach Different Language Skills through Activity-Based Learning
Abstract Views :478 |
PDF Views:307
Authors
Affiliations
1 Department of English, PSG College of Technology, Coimbatore, Tamil Nadu, IN
1 Department of English, PSG College of Technology, Coimbatore, Tamil Nadu, IN
Source
HuSS: International Journal of Research in Humanities and Social Sciences, Vol 5, No 2 (2018), Pagination: 46-52Abstract
Graded texts in course books generally contain different reading comprehension passages. An intelligent improvisation on the part of the teacher would help him/her go a long way in exploiting the text book for teaching different items of language, reading skills, grammar and other academic skills. This article is an attempt to formulate more creative ways of using a simple reading passage for teaching different skills, subskills of reading, vocabulary and grammatical items through activities. Instead of frantically hunting down new materials, the teacher can save a huge amount of time and energy. Further, it is also time for the teachers to explore ways of making learning more activity based. These activities would not only cater to different learning styles of learners, but would also make classrooms more interactive, learner-centred and fun-filled. This paper explicates how to build interesting activities around a reading passage with a specific skill/skills focus and also give a step by step description of how these activities can be executed in the classroom.Keywords
Activity-Based Learning, LSRW Skills, Pre/Post/While-Reading/Summarising/Paraphrasing/Vocabulary.Full Text
References
- https://startalk.umd.edu/public/system/files/resources/star-talk_ classroom_activities.pdf
- Rinvolucrl M, Davis P. More Grammar Games: Cognitive, Affective and Movement activities for EFL student. http://www.cje.ids.czest.pl/biblioteka/4549394-English-Teaching-ResourcesMore-Grammar-Games.pdf
- https://www.englishclub.com/reading/health/cell-phone.html
- Arriving at a Model for Self-access Materials Incorporating Features of Learner Autonomy, Selfdirected Learning and Individualized Instruction
Abstract Views :331 |
PDF Views:168
Authors
Affiliations
1 Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
2 Associate Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
3 Assistant Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
1 Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
2 Associate Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
3 Assistant Professor, Department of Applied Sciences, PSG College of Technology, Coimbatore, Tamil Nadu, IN
Source
HuSS: International Journal of Research in Humanities and Social Sciences, Vol 7, No 2 (2020), Pagination: 59-63Abstract
Self-access, autonomous learning, self-direction and individualised instruction are some of the closely related terms that are found in abundance in the literature of learner autonomy and self access. As an extension of our earlier work on selfdirected learning and autonomous learning which attempted to establish the differences between these terms, this article aims at extracting the essence of self-access as a model of instruction, which can be used a framework for instructional materials.Keywords
Individualised Instruction, Learner Autonomy, Self-access, Self-direction, Self-directed learning.Full Text
References
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- Carver D, Dickinson L. Autonomy, Self-direction and the affective domain in language teaching in schools. Self-directed Learning: Collected Papers in Self-directed Learning in English Language Learning. David Carver and Leslie Dickinson Ed. Edinburgh; 1981.
- Carver D, Dickinson L. Eds. Self-directed learning: Collected papers on self-directed learning. Edinburgh: Scottish centre for education overseas, Moray House of Education; 1981.
- Dickinson L. Self-instruction in Language Learning. Cambridge UP; 1987.
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- Dickinson L, Carver D. Learning how to learn: Steps towards Self-direction in Foreign Language Learning in Schools. ELT Journal. 1980 Oct; XXXV(1):1–7. https://doi.org/10.1093/elt/XXXV.1.1
- Gardner D, Lindsay M. Establishing Self-access: From theory to practice. Cambridge UP; 1999.
- Jones JF. Self-access and Culture: Retreating from Autonomy.” ELT Journal. 1995; 49(3):228–34. https://doi.org/10.1093/elt/49.3.228
- Kalpana R, Sankarakumar S. Self-access, learner autonomy and Self-directed learning: The relationship and the differences. The English Classroom. 2019; 21(2):2019
- Kwan LL. A tutor-guided learning scheme in a self-access centre. The Internet TESL Journal. 1999 Sep; 5(9). iteslj.org/ Techniques/LaiTutor-Guided.html>
- Liu R. Students’ perspectives on foreign language selfaccess centers in China: A case study. Asian Journal of English Language Teaching. 2007; 17:87–110.
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- Rowntree D. Preparing materials for open, distance and flexible learning: An action guide for teachers and trainers. London. 1994; Kogan Page.
- Sheerin S. State of the Art: Self-access. Language Teaching. 1991; 24(3):143–57. https://doi.org/10.1017/S0261444800006315
- Sheerin S. An exploration of the relationship between selfaccess and independent learning. Phil Benson and Peter Voller Ed. London: Longman; 1997.
- Rowntree D. Preparing materials for open, distance and flexible learning: An action guide for teachers and trainers. London: 1994. Kogan Page.