STUDENTS’ PROFICIENCY LEVELS

2. STUDENTS’ PROFICIENCY LEVELS INTERMEDIATE ADVANCED BEGINNING

3. 1) STUDENTS’ COGNITIVE LEARNING PROCESS BEGINNING ADVANCED INTERMIDIATE CONTROL PROCESSING AUTOMATIC PROCESSING FULL SPECTRUM OF PROCESSING TO AUTOMATIC MODES MENTAL PROCESS TO AUTOMATIZE FOCAL MODE PERIPHERAL MODE

4. 2) THE ROLE OF THE TEACHER BEGINNING INTERMIDIATE ADVANCED TEACHER-CENTERED CLASSROOM. THEY SHOULD BE ENCOURAGED TO ASK QUESTION AND MAKE COMMENTS CREAT EFFECTIVE LEARNING OPPORTUNITIES WITHIN A LERNER-CENTERED CLASSROOM. STUDENTS ARE DEPENDENT. LEARNER-CENTERED WORK IS POSSIBLE.

5. 3) TEACHER TALK BEGINNING INTERMIDIATE ADVANCED TEACHER TALK SHOULD NOT OCCUPY THE MAJOR PROPORTION OF A CLASS. THEY SHOULD BE CHALLENGED BY THE CHOICE OF NEW VOCABULARY, STRUCTURES, IDIOMS AND OTHER LANGUAGE FEATURES. ENGLISH NEEDS TO BE CLEARLY ARTICULATED SLOW THE SPEECH FOR EASIER COMPREHENSION ORAL PRODUCTION SHOULD BE CLEAR. USE SIMPLE VOCABULARY AND STRUCTURES

6. 4) AUTHENTICITY OF LANGUAGE INTERMIDIATE ADVANCED EVERYTHING FROM ACADEMIC, LITERATURE AND IDIOMATIC MATERIALS BECOMES A LIGITIMATE RESOURCE. SIMPLE GREETINGS AND INTRODUCTIONS. THEY BECOME CONCERNED ABOUT GRAMMATICAL CORRECTNESS.

7. 5) FLUENCY AND ACCURACY ADVANCED INTERMIDIATE STUDENTS ARE NO LONGER THINKING ABOUT EVERY WORD OR STRUCTURE THEY ARE PRODUCING OR COMPRENHENDING. ACCURACY SHOULD CENTER ON THE GRAMMATICAL, PHONOLOGICAL OR DISCOURSE ELEMENTS THE DIFFERENCE BETWEEN FLUENCY AND ACCURACY IS A CRUCIAL CONCERN TO BE SENSITIVE TO STUDENTS’ NEED TO PRACTICE FREELY AND OPENLY.

8. 6) STUDENT CREATIVITY ADVANCED INTERMIDIATE STUDENTS ARE ABLE TO APPLY CLASSROOM ACTIVITIES TO REAL CONTEXTS BEYOND INTERLANGUAGE ERRORS ARE GOOD INDICATIONS OF THE CREATIVE APPLICATION OF A SYSTEM. TO BE ABLE TO PRODUCE AND COMPREHEND UNREHEARSED SITUATIONS,

9. 7) TECHNIQUE INTERMIDIATE TECHNIQUES INCREASE IN COMPLEXITY: GROUP PROBLEM SOLVING, ROLE-PLAYS, STORY TELLING PAIRED INTERVIEWS MECHANICAL TECHNIQUES ARE APRROPIATE CHORAL REPETITIONS TEACHER-INITIATED QUESTIONS

10. 7) TECHNIQUE ADVANCED SOCIOLINGUISTIC AND PRAGMATIC COMPETENCIES: GROUP DEBATES AND ARGUMENTATION. COMPLEX ROLE-PLAY. SCANNING AND READING MATERIALS. DETERMINING AND QUESTIONING AUTHOR’S INTENT.

11. 8) LISTENING AND SPEAKING GOALS ADVANCED INTERMIDIATE THEY FOCUS MORE CAREFULLY ON ALL THE SOCIOLINGUISTIC NUANCES OF LANGUAGE STUDENTS CAN PARTICIPATE IN SHORT CONVERSATIONS ASK AND ANSWER QUESTION. THEY ARE ABLE TO SOLICIT INFORMATIONS FROM OTHERS. MEANINGFUL AND AUTHENTIC COMMUNICATION TASKS LIMITED BY GRAMMAR, VOCABULARY AND LENGTH OF UTTERANCE

12. 9) READING AND WRITING GOALS ADVANCED INTERMIDIATE LEARNING MORE ABOUT CRITICAL READING AND INTERPRETING WRITTEN TEXTS SUCH AS LABORATORY REPORTS, EXPERIMENTAL RESEARCH . THEY ARE CONFINED TO BRIEF BUT REAL-LIFE WRITTEN MATERIALS STUDENTS REED SHORT PARAGRAPHS AND SIMPLE STORIES THEY USE SKIMMING AND SCANNING SKILLS. WRITTEN WORKS MAY INVOLVE LISTS, SIMPLE NOTES A ND LETTERS

13. 10) GRAMMAR INTERMIDIATE AN INDUCTIVE APPROACH WITH SUITABLES EXAMPLES WILL BE MORE EFFECTIVE SHORT SIMPLE EXPLANATIONS OF POINTS IN ENGLISH IT DEALS WITH VERY SIMPLE VERB FORMS, PERSONAL PRONOUNS, SINGULAR AND PLURAL NOUNS

14. 10) GRAMMAR ADVANCED FUNTIONAL FORMS TO SOCIOLINGUISTIC AND PRAGMATIC PHENOMENA.

15. SOCIOPOLITICAL AND INSTITUTIONAL CONTEXTS

17. LANGUAGE POLICY ISSUE

18. INSTITUTIONAL CONTEXTS