Learner

Ammar and Spada (2006) investigated the effects of recasts and prompts on L2 learners’ written and oral ability across different proficiency levels. The study fits in with the previous research, as in previously the focus of research was just based on CF being a solution for low levels of grammatical efficiency, which have been explained as the proof against the accuracy of understandable input and exceptionally meaning-based direction. The researchers have thus proposed FFI in CF, which is based

Explain own role and responsibilities in identifying and meeting the needs of the learners As a teacher and trainer I have found that one of the simplest ways to make learning accessible to both myself and to those I am teaching is by relating to real-life situations and circumstances that I have faced. If one takes the approach of trying to memorise lists of facts of how to deal with First Aid situations the information becomes more difficult to absorb and less likely to be retained. Context can

Computer-based instruction, or CBI, is widely used to deliver content to learners of all ages. Although this form of instructional delivery has become nearly ubiquitous, levels of effectiveness of CBI vary, particularly when considering computer-based instruction for adults. In 2005, researchers Janis Lowe and Elwood Holton, III developed a theory regarding the elements necessary for an effective CBI experience with adult learners and then drew five conclusions based on their investigation. Lowe and

through various researchers will also be included to gain a clarity of understanding in topics related to learner autonomy and the belief’s teachers have on learner autonomy and the way in which they implement this in their classrooms. The literature review will consider the sub-headings above (I.1 – I.7). L.1- What is Learner Autonomy. As determined in I.2 there are several definitions of learner autonomy in second language learning and education. This category (L.1) will portray the different terms

Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is evident that for the ground rules to be effective, determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics

and/or phrases such as “I don’t understand” which indicate to the learner that there is a problem with his or her utterance, and that it needs to be reformulated. For example: S: “His preferit food” T: “Pardon? I don’t understand the word preferit” D) Metalinguistic feedback With metalinguistic feedback, the teacher does not provide the correct form but “comments, information, or questions related to the well-formedness of the student’s utterance” as Lyster and Ranta (1997: 47) states. Metalinguistic

Social Care has got Policies and Procedures staff has to follow, same as in Education and Training. Some of the Policies are :- • Data Protection Act (1998) made provision for the regulation of the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information. It was amended in 2003 to include electronic data. • Protection of Children Act (POCA) (1999) was designed to protect children. It gives responsibility to Local Authorities to make

Phrasal Verb Swap 25. Where do you see yourself in 5 years’ time? 26. If I Ruled the World 27. Resolving Disputes 28.  To Do List 29. Company Policy 30. You’re the Teacher 1. Know the Teacher Language Focus: Question forms, short answers  Adult learners can feel ‘infantilised’ when they speak a foreign language. They may have a confident and respected public identity in their first language but feel like children communicating with adults when speaking their second language, especially with their

interactivity - Online tests and quizzes must be available to offer immediate response to learners. Benefits and disadvantages of E-learning (Grobler et al, 2012): • Benefits: o Extraordinary amount of interaction between the learner and materials o Understanding can be evaluated before the learner moves on o Responses can be personalised to the learner's choices o Topics can be retrieved in an order which suits the learner o Probability for familiarising the learning style to the user's necessities o

kept dormant, controlled, neutralised or changed over a period of time. Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques