pronunciation,
recognition of speech symbols as graphic signs on the printed
page, and ability to reproduce these symbols in writing
Long-range Objectives
Must be language as the native speaker uses it
There must be some knowledge of a second language as it is
possessed by a true bilingualist
Oral proficiency, Oral fluency
Mike: What does your mother do, Jane?
Jane: She
1. General Description
This test is for second grade Gae-po high school students in Seoul city. It allows to evaluate students' reading ability about how well they can comprehend English appropriately in the given text. Only the second grade Gae-po high school students can take this test. Their approximate proficiency level ranged from mid-intermediate to low-advanced level.
2. Prompt A
the proficiency level of each student. It covers general texts and activities. To complement this limitation, the activity book includes the activities for different levels. Within the same topic and contents, activities are different according to the level. For example, “Red” is for the students whose level is beginner, “Green” is for the intermediates, and “Blue” for the higher
proficiency levels, and of creating a range of authentic contexts that allow full performance of the language.
3. Form focused instruction & meaning focused instruction
In form focused instruction, the teacher is attempting to teach a specific grammatical rule using a substitution drill; therefore, the teacher’s language controlled not only the content being communicated, but also the
“All human beings have a need for Phatic communion (Malinowski, 1923)
Focuses on how people explain the causes of their own successes and failures
Very personal, egoistic nature of SLA
Learners take on a new identity with their newly acquired competence
→ SLA involves some degree of identity conflict
Guiora et al. (1972):
a direct relationship between inhibition
and pronunciatio