Positive Psychology Impact on Language Proficiency
Level
Acquisition
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
A good level of language proficiency corresponds to the ability to successfully communicate
in the target language and speak about something in a suitable, precise, and purposeful way.
Comprehension and the ability to convey your message is a more critical aspects of good
language proficiency than the success of using correct grammatical structures and complex
speech patterns. Fluency in a language should involve expressing one’s thoughts simply and
accurately, orally and in writing, as well as understanding written and spoken language. That
is, a person should not experience difficulties communicating in a foreign language, but this
does not mean that his speech must necessarily be perfect.
A person must be able to convey thoughts to interlocutors to be understood accurately.
However, this does not mean being aware of everything in the world. Consequently,
interpretation and, the ability to express one’s own thoughts and goals, and the ability to discuss
meaning to eradicate misunderstanding are the main aspects of communication in a foreign
language.
Fluency in a language also implies several mental skills. Feeling and perception – there are no
learning systems here; both are natural. The memory on which all teaching programs used until
the mid-20th century, such as memorization and reproduction, were based—the logic required
to create cognitive connections in the rules of language systems. Imagination allows you to
overcome the limitations of the mind and feelings (you can “see” mentally and imagine).
Relying on imagination increases learning opportunities tenfold compared to the previous
level. It is barely beginning to be used in modern teaching—finally, intuition, which is
predicted to become the foundation of future education.
Language knowledge and skills are acquired through exposure to the eyes and ears of a person
– reading and listening to speech or communication. The subconscious processes words and
phrases coming to the senses, creating a unique mental representation in a person. Previously,
languages were treated as a language system with a set of rules, and communicating the
structure of this system was the primary function of learning. However, several political, social,
and economic reasons determined the shift in emphasis from the language system as the main
object of learning to speech and human behavior (Dewaele et al. 2128).
The conceptual apparatus of the language is revealed in new teaching methods focused either
on vocabulary, syntax, or grammar. These methods make it possible to show not only the
informative function of the language but also the cognitive one. In this regard, much depends
on the quality of information entered by students and their abilities. The construction of general
mental representations of the language, based on communication processes, allows you to
prepare students better to understand a foreign language while still using traditional methods
of reading and listening.
Development takes place in different ways depending on the approaches chosen. Vocabulary-
based processes give the fastest but most superficial results without a deep understanding of
the language. The methods of physical response, audiolingual approach, and reading allow to
fill the student’s vocabulary quickly; however, the primary methods are memorization and
imitation (Gabryś-Barker and Gałajda 44). The structure of the language system is formed
based on many examples and exceptions, and, as a rule, this is sufficient for students with low
language proficiency requirements. Negative consequences for the language class can manifest
themselves if there is a significant gap in the capabilities and needs of the students themselves.
Grammar and syntactic techniques contribute to a deeper understanding of the language, with
the proper competence of the teacher. Results are achieved much more slowly, but they have a
solid foundation of understanding the rules, which subsequently forms competent speech.
However, communication-oriented approaches, which are vital in the modern understanding of
language acquisition, are less common in this methodology. This broader and deeper approach
is well suited for a language class in which the motives and abilities of the students are
unknown. The order of development with this approach is of two types: either the structural
and grammatical phenomena are studied as they appear in the text, or the necessary models for
processing are included in the educational material.
World language lessons are aimed at creating an understanding of languages, but at the same
time, they must keep the bar, provoking positive changes in students. The educational process
and content of the lesson must be 95 percent or more apparent to the student to stay afloat and
assimilate new material (Zhang and Xu para. 3). The student must also develop the ability to
be understandable, which is essential in any communication process.
The linguistic consciousness of the native language is formed spontaneously. However, this
base allows students to build on it the consciousness of a foreign language. The relationship
between the two systems of languages is included in the student’s mind not at the level of laws
and rules but at the level of meanings and signs. The teacher needs to establish this connection
between form and substance. The correct formation of cognitive learning processes will allow
consolidation of the successful practices of students. It will make it easier for them to learn any
other language systems or knowledge in principle.
The new comprehension input tasks had a definite impact on me, as I felt that they were
fantastic in my class. Any changes will take time to create a new habit and you may also face
conflicts and setbacks at first. I will gain this experience regardless of the performance
indicators since the theory already contains many advantages that make it possible to simplify
the teacher’s life and help students learn a new language. In addition, the manner of
presentation seems to be more valuable and pleasant for the students. Finally, the need for
teaching communication skills is taken into account, which, in my opinion, are key regardless
of the chosen method of teaching a foreign language.
The idea that resonated is that all the materials I will use in class with my students need to be
understandable to ninety-five percent. I have been teaching for three years, and I thought that
giving materials 100% in the target language was enough to give students input. Now that I
need to add to these ideas 95% of all these materials that need to be comprehensible for me as
a language educator is coming to make sense when I see my students’ faces when sometimes
they do not understand what I am saying in the target language.
They and I feel frustrated and make the class environment tenser. As a language student who
could not understand all the materials in my language classes, I always felt frustrated with the
classes, and sometimes, I wanted to give up. However, discovering new promising techniques
that take communication, learning and organization of the educational process to a new level,
I am determined to try everything at the earliest opportunity.
Approaches based on grammatical and syntactic study are aimed, in a particular case, at
teaching the use of an isolated structural pattern in a limited context, in other words, rules. In
linguistic approaches, the thought processes of understanding specific words from which
understanding is born play a role. Regardless of the approach taken, however, reading and
listening are critical input skills, and speaking and writing are vital outputs. The context causes
the memorization of rules, and approaches to vocabulary lead to the memorization of words;
however, consolidation occurs precisely in such conditions. In such a situation, the teacher
should introduce materials that at least 80% consist of familiar words so that the student feels
confident and can guess the meaning of new words from the context.
Grading performance is vital because proficiency communicates what students can do with the
target language and communicates their final grades. Grades, corresponding to personalization
within the educational process, must be accompanied by specific descriptive characteristics and
always explained by the teacher if the student wishes. In this case, the emphasis should be on
positive results to not destroy the student’s motivation. Ongoing grades help keep the student
in good shape, and if the results are positive, they signal success, thereby inciting them to new
heights. In addition, the participation of students in the direct creation of lesson materials
improves the perception of the educational environment, within which it is comfortable to gain
knowledge.
Mastery-based assessment allows more time and, as a result, flexibility for the direct
educational process, partly eliminating the competitive aspect within the group of students. A
scoring system with a minimum threshold for passing always runs the risk of doing a disservice
to the student who does not want to strain. I liked this technique because it, in essence, orients
students towards personal growth, excluding laziness and the desire to achieve results with a
minimum of effort. It can be achieved by standardizing headings and dividing study objectives
into smaller and more accessible ones. Students will have more responsibility, but this will
make them less worried about it.
Grades reflect student performance by measuring what students do and know. They should be
objective on the scale of the working group and reflect the actual knowledge of the student’s
language at this stage of study and in the context of the material covered. The results can be
influenced by various factors that allow for the possibility of underestimation due to errors due
to inattention, distraction, or failure. However, assessments should be dynamic, as the
educational process is not a static phenomenon. Grades reflect the learner’s “story” and
highlight their strengths and weaknesses, but at the same time, grades do not force action on
their own. The subjective perception of each assessment may differ, which confirms the lack
of a call to action function.
For me, the most challenging aspect of implementing a learning-based grading system is
student failure to complete class assignments. Inability to complete the work carries with it the
need to give the lowest grade. However, there is always the opportunity to consult with the
teacher to fill the knowledge gap in the classroom ultimately. In addition, weekly estimates are
introduced into the system, which will create a dynamic effect that is easier to track over a
distance.
One of the benefits of learning-based assessment is that stakeholders and learners will benefit
from accurate information about what learners can do in the target language when performing
in the classroom based on language proficiency. Another benefit of learning-based assessment
is that it eliminates the need for teachers to give all grades.
I use language proficiency assessment to assess three modes of communication: interpretive,
interpersonal, and presentational, but my final grade is imprecise as I also measure productive
activity, which provides additional information about my students’ personal lives. Such a
partially subjective assessment makes it possible to understand each student better to determine
the vector of his interests and abilities for the different educational processes but opens up
opportunities for personalization.
It is necessary to create a dependent grading model so that 25% of the productivity items
subtracted from the overall grade do not affect student performance. According to my school’s
grading system, grades are divided into two parts: mastery (75%) and productivity (25%). I
scored every action we took in the class as a performance score. Since I want to keep the
grading system in school, I am thinking of the following grades for the next academic year:
Proficiency: Interpretive / 50 percent listening and reading skills. Speaking and writing make
up 25% of the presentation method of communication. Formative Productivity Assessments: A
free in-class writing diary allows students to assess themselves and reflect using topical rubrics;
however, only the completion grade will be recorded in the grade book: 25%.
Classroom productivity and homework assignments should be graded for additional feedback
only and should not affect student grades. It is these descriptive characteristics that are collected
to convey additional information to students and stakeholders. Actual knowledge at this study
stage is much more important for understanding the possibility of moving on to the next course
of study.
