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EFL Test-Takers’ Feedback on Integrated Speaking Assessment / Heng-Tsung Danny Huang, Shao-Ting Alan Hung.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 166–179. Integrated skills assessment has in the recent decade been greeted with a renewed research interest in the domain of language testing, or, as Yu (2013) aptly states, it has been “reinstated and revitalized” to command attention “as a field of research inquiry and as a method of assessing language proficiency” (p. 110). Integrated second language (L2) test tasks usually require test-takers to generate oral or written responses by integrating textual and/or aural information provided ahead of time. These tasks have thus far been incorporated into widely recognized international English proficiency tests such as the TOEFL-iBT by the Educational Testing Service. Although these tasks are not without challenges (see Cumming, 2014, for a review of such challenges), researchers have claimed or shown that they could better simulate real-life language use tasks resulting in higher levels of authenticity and predictive validity (Butler, Eignor, Jones, McNamara, & Suomi, 2000; Wesche, 1987). Further, they emphasize language as holistic and test multiple L2 skills as a way to promote better alignment with current L2 teaching approaches (Plakans, 2013) and induce positive washback (Barkaoui, Brooks, Swain, & Lapkin, 2013). Additionally, they promote test fairness via offering pertinent topical knowledge (Read, 1990; Weigle, 2004), and meet with favorable test-taker reactions (Huang & Hung, 2010). In light of these benefits, the current researchers thus targeted integrated speaking test tasks (integrated tasks) and explored EFL test-takers’ feedback on the employment of such tasks in gauging their English oral proficiency.
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Một vài kĩ xảo trong dịch Trung - Việt / Nguyễn Thị Hồng Nhân.
// Ngôn ngữ và đời sống 2015, Số 10 (240). 2015121-122 tr. Translating Chinese into Vietnamese has common points on methods of translating, but also has its own characteristics. This article mentions some methods and techniques in Chinese Vietnamese translation. In addition to these measures, the usual technique like adding or separating sentences, we also need to pay attention to other things suc as the receivers of the translation, especially avoiding overused Sino-Vietnamese.
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Phương pháp giới thiệu bài mới trong giảng dạy kĩ năng nói và viết tiếng Trung Quốc = A method to introduce a new lesson in teaching Chinese speaking and writing skills / Phạm Ngọc Hàm, Phạm Hữu Khương.
// Tạp chí khoa học ngoại ngữ 63/2020 Hà Nội : Đại học Hà Nội, 2020tr. 24-33 Including a new lesson plays an important role in attracting students into teaching activities. Whether or not that opening creates excitement or not affects the whole lesson. An introduction of a new lesson can be considered as an art based on the mastery of the teacher's central knowledge of each lesson and should be presented in a natural, vivid and suitable way with the target audience. However, in teaching practice, many teachers only pay attention to the implementation of the lesson rather than its introduction, making it difficult to attract learners right from be beginning. This article synthesizes, analyzes and clarifies the roles and methods of introducing new articles, first of all, the intermediate Chinese speaking and writing skills, in order to improve the teaching quality.
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Vận dụng phương pháp dạy học theo nhiệm vụ trong tiến trình giảng dạy ngoại ngữ-công đoạn xây dựng hoạt động dạy học = Application of task-based method in process of teaching / Đào Thị Thanh Phượng.
// Ngôn ngữ và đời sống. 2014, Số 12 (230). 2014tr. 77-81 The article refers to a new approach to the morden pedagoic – task based methodology. This approach, learner – centered through the implementation of the complex task of bringing openness, encouraging learners to plan, implementing and evaluating task results in each group. The structure of this paper consists of two parts: the first part including a lesson designed to teach a reading comprehension sample, a task – based approach through examples of advert texts with three key issues: steps of teaching reading, teaching contents and conditions of work done. The second one is concerned with the results of an investigation into the teacher and students to assess the feasibility and effectiveness of the stages, steps, proceres, operations, exercise and classroom activities of the above approach in the pratical conditions of foreign language teaching.
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