| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-29 |
| Abstraksi Narasi | : | Many teachers feel comfortable setting pencil-and-paper tests. Years of experience marking written work have made them familiar with the level of written competence pupils need in order to succeed in a specific standard. However, teachers often feel much less secure when dealing with tests which measure speaking and listening even though these skills are regarded as essential components of a diagnostic test which measures overall linguistic proficiency. Although the second-language English pupils often come from an oral rather than a written culture, and so are likely to be more proficient in this mode of communication, at least in their own language, speaking in English may be a different matter. In English medium schools in particular a low level of English may impede students` acquisition of knowledge. Therefore, identifying the correct level of English of the student is all the more challenging and important. This article outlines some of the problem areas described by researchers when designing a test of oral production for beginning-level speakers of English and suggests ways in which they may be addressed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | One suspects that the global influences affecting education and how we assess it will soon reach into most classes in the world. One consequence of these global influences, such as changes in the world economy, the information revolution, environmentalism, and cross-national health threats, is the move away from the heavy use of traditional, more judgmental approaches to assessment toward alternative, more inclusive means of determining what learners know and can do. Along with this move is a thoughtful re-examination of just what we want from our learners in our English language classrooms worldwide. In 1994 South Africa held the first truly democratic election ever. The country`s new constitution, adopted in December 1996, was framed with input and discussion at all levels. With emphasis on human rights, it was created by drawing on the best democracies in the world. In this same spirit South Africa has committed to not just reforming but transforming its educational system nation-wide by the year 2003. Its major policies, outcomes-based educational and continuous assessment, offer relevance to teachers and learners worldwide. The focus of this article is on one aspect of this transformation, the implementation of continuous assessment in the ESL classroom. In a country of eleven official languages, where about 92% of the 44 million people have a mother tongue other than English and where English seems to be functioning as an unofficial language of wider communication, this is no small matter. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-21 |
| Abstraksi Narasi | : | EFL proficiency tests did not use to be based on any particular syllabus but were designed to measure different levels of language ability in general. This made it difficult for teachers to prepare students for a proficiency test since there were no identified learning objectives that could serve as guidelines for selecting appropriate teaching materials and techniques. In recent years, however, research in the field of testing has focused more on the relationship between testing and the teaching which precedes the test-- referred to in the literature as the ``washback`` effect. As a result, some proficiency test specifications--what language is tested and how it is tested-- now more closely resemble syllabus specifications of ELT coursebooks that reflect current methodological principles. This development brings proficiency tests more in line with what we expect of achievement tests, thus, reflecting teaching. However, in order for teachers to exploit the positive link between teaching and testing effectively, they need to analyze the objectives of the test and then be able to select appropriate materials and procedures that will serve these objectives. This is not an easy task for teachers who have not had recent training in the principles of testing. It may be helpful, then, to see in practice how test objectives can be inferred from a close analysis of an actual language examination, and , form there, to see how these objectives relate to teaching. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-47 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Cheryl L. Champeau De Lopez, Giancarla Marchi B, Maria E. Arreaza-Coyle, Veronica De La Vega, Jiang Hemei, Christine Irvine-Niakaris, Carol A. Puhl, Ishbel Hingle, Viv Linington, Wade Rand, Yoshio Okita, Suzelina M. Sakian, Mamadou Gueye, Maricel G. Santos, Erlyn Baack, Anabel A. Cunado, Ovaiza Sally, Shreesh Chaudhary, Hu Xiaoqiong |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-37 |
| Abstraksi Narasi | : | About 400 million people in the world today use English as a second or foreign language. Many of these people are professionals whose success or failure may well depend on their ability to read the latest scientific and technical publications in English. For this reason courses whose specific objective is the reading of scientific and technical texts are becoming more and more common in universities and technical colleges throughout the world. Venezuela is no exception. At the Simon Bolivar University in Caracas, the first year English program is composed of three courses designed by language department professors to meet the needs of students who will major in different areas of science and technology. The main objective of these courses is to develop the skill of reading scientific and technical texts in English since students will be expected to understand English books and journals for their undergraduate studies and research, and later on in their professional activities. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-7 |
| Abstraksi Narasi | : | Much has been about strategies for writing effective academic articles. For an excellent overview of issues to consider when publishing an academic article, we recommend Malcolm Benson`s article in the April, 1994 Forum. Much less has been written about how a focus on the overall structure of the paper can help the reader and editor evaluate ideas and produce more readable articles. We wish to demonstrate that the format of the article and flow of ideas is not arbitrary but serves to help the reader identify what kind of information can be found where. Following certain discourse guidelines will not only make an article easier to read but will, in fact, raise the possibility that it will be published. To make these ideas more concrete, we will focus on the problem-solution organization, which is the most common overall structure in a Forum article. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 56-58 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-25 |
| Abstraksi Narasi | : | The digital revolution affects us all. Quite simply, the ``Digital Revolution`` is changing everything; a brilliant barrage of information, entertainment, companionship, and education is now speedily available to us though the computer, whether at home or at work. With the price of personal computers falling, more and more households and schools around the world are acquiring this technology and with it the challenge of learning to use the many varieties of color and form on the Internet--- its infiNet possibilities. All of this means greater flexibility and freedom for individuals. In the case of the Digital Revolution, the only way to become familiar with current trends is to experiment and participate, which means getting ``on-line.`` This article will explain some of the more common ways of becoming Internet-fluent---Getting on-line,--- and some of the more persuasive reasons for doing so. It will also describe some of the resources on the Internet for teachers and students and explain ways in which some of these resources can be used in the classroom and for research--- Materials and resources for teachers. Not surprisingly, I have written this with an audience of teachers in mind, and primarily for teachers who are relatively new or inexperimenced on the Internet or are still trying to get on board. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 47-49 |
| Abstraksi Narasi | : | - |
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