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The notion of gram-mar s seen to be Of far greater complexity than simply the review Of a pedagogic grammar or the teaching of structures of progressive difficulty. Crucial for this understanding has been the notion of interlingua, a gene-erratic term that puts the grammar to be investigated in the mind. Putting it there also raises the issue of language processing skills. Through the investigation, some basic notions of a communicative language curriculum have been reassessed: the fluency vs.. Accuracy dish-donation, the input hypothesis, the separation of acquisition vs.. Earning and stressing the expansion of linguistic resources veer message adjustment. It was suggested that awareness of the language system, and therefore an aspect of language proficiency associated with monitoring or accuracy, could be a factor in fluency. Secondly, Viability’s work on the relation-ship between general cognitive properties and language skills suggests that Crasher’s model of the affective filter preventing the language acquisition device from working to full capacity in the adult learner is at best inadequate.

Though motivation is an important factor in successful language learning, Baggage’s admonition to reflect on the impact of an activity n language processing skills is equally valid. 13 Finally, there are grounds for arguing that confronting language learners with challenging tasks that force them into a deeper conceptual and linguistic analysis will contribute to language proficiency. By doing so, the important cognitive and communicative properties of flexibility and developing sensitivity to the listener’s needs are fostered.

Indeed, there would be a similarity between what goes on in a language-learning classroom and the otherwise generally acknowledged need to push students and ourselves beyond our narrow, authentically constrained viewpoint to appreciate other points of view. None of this is intended to disparage those concepts and distinctions, which are important in a teacher-training program. These notions need, however, to be reassessed and relative in a more advanced language-learning model.

This is reminiscent Of the point made by Burton-Roberts about the need for different models or analyses in different stages of the learning process. In fact, we might call the whole enterprise: Beyond Crasher. The importance of this for the language teacher is that in essence every language teacher has mom model of language processing that s/he is operating with, implicit and explicit assumptions about how language acquisition occurs. The applied linguist has an important role to play in making these assumptions explicit.

In a teacher training program an ell-citation of potential models should be a key component in the curriculum. Finally the reflective teacher will elaborate and modify such models, feeding back into the theory behind them. M. Tremor Shaking What is Academic Proficiency Introduction We present here a framework for the continued study officiating Academic engage Proficiency referred to simply as Academic Proficiency. CALL was introduced into the field of language educational Cummins (1 979), and is contrasted with Observationally Communication Skills (IBIS), or convey-sensational fluency.

In recent years, many second and fortunetelling’s programs have recognized the importance officiated language proficiency and consider it to be central goal of language teaching programs: We want respondents to be able to use their second language proofreading tasks, for business, science, politics, detection carrying out daily conversation. Len this paper, we present a set of assumptions antitheses designed to ultimately deepen our under-standing of academic proficiency.

Although there is codependent that these hypotheses are correct, they are invitation for further research and discussion. We propose that Academic Proficiency consists oft central components: Knowledge of academic language knowledge of specialized subject matter. ;Knowledge of Academic language: This is knowledge the special language used in school and depressions. In school, it is the language of storytellers in math, social studies, and science texts. Outside of school, it is the language of business inductance, science, and politics.

Studies show hat theater differences in the specific academic language’s in different areas, but similarities also exist(Bibber, 2006). ;Knowledge of specialized subject matter: This consists knowledge of math, science, history, etc. We also propose that there is a third component addicted Proficiency: Strategies. This aspect of stereoscopically includes competence in the use of straightest aid in the acquisition of academic language and that’d in subject-matter learning. SE of these strategies doesn’t guarantee success, but they can have a powerful effected both language development and learning subcommittee. Summary and conclusion We have suggested in this paper that academic oversimplifications of two different proficiencies: Knowledge offloading and subject matter knowledge, and scores-bonding to each is a set of strategies that facilitates disinvestment. We also hypothesize that some strategies retractable and are useful to learn.

Others are less useful,limited only to conscious language learning interrelated memorization. Still others, those that alumnus naturally possess and use, may be counter-productive to teach. Again, we must emphasize that these are hypotheses. They are, however, “good” hypotheses in that testing thimble advance our knowledge in this area and help extinguishers. This research will be of great importance:Possession of strategies for gaining subject interrelated and acquiring language are the tools necessary autonomy, which is the primary goal of education.

What is Academic Language Proficiency Stephen Crasher, Sensitivity of Southern California and Clara Lee Brown, University of Tennessee Grammatical Competence According to Ditz-Rice and Weed (201 0), communicative competence is a feature of a language user’s knowledge of the language that allows the user o know “when, where, and how to use language appropriately’ (p. 58). Grammatical competence is one of four areas of the communicative competence theory put forward by Candle and Swain (Gao, 2001 The four areas function together in language production (Lester, 1996).

Grammatical competence focuses on command of the language code, including such things as the rules of word and sentence formation, meanings, spelling and pronunciation (Gao, 2001). The goal is to acquire knowledge of, and ability to use, forms of expression that are grammatically correct and accurate (Ditz- Rice & Weed, 201 0; Gao, 2001). Grammatical competence acts to promote accuracy and fluency in second language production (Gao, 2001), and increases in importance as the learner advances in proficiency (D(AZ-Rice & Weed, 201 0) http://kaleidoscopically. Icepacks. Com/ Grammatical+Competence+(MMips for Improving Grammar posted on January 13, 2014 by Kelley Ruble If you’re a non-native English speaker, this post is for you. By now, I’m sure you have experienced the frustration of learning and using English grammar. Whenever I teach an academic writing class, my students come to my office and ask me how they can get better at using English grammar in their papers. They are confused because they know the grammatical rules extremely well but cacan’tse the rules properly in their writing.

First off, just know that learning a language is tough-?I know because I’ve done it, too. unUnfortunatelyEnglish grammar has some weird rules that don’t make a lot of sense sometimes. In this post, want to make it clear that there is no “easy fix’ for grammar issues. In other words, you can’t immediately get rid of all your grammar mistakes. You should also keep in mind that everyone learns at his or her own pace. However, also want to make it clear that there are some aysayso help you advance your grammar skills. Read more in English. I know it may be tiring, and it may be difficult to understand everything.

However, this is one step that you can’t skip if you want to get better at grammar. Reading and writing are closely linked. Reading helps you see how English works-?how the grammar works. That knowledge can transfer to your writing. Find something you like to read, and then keep on reading! Also try to read as many different genres (e. g.GneNewspaperrticles, academic journals, blblobsshort-stories, etc. ) as you can. Write more in English. I know that you’re lralreadyriting for your classes, but are you writing for your own enjoyment outside of class? Try writing a daily journal in English.

Any extra practice that you can get is going to help you. Don’t worry about your grammar or your word choice being entirely correct. Just try your best. Search the Internet for more information and opportunities to practice your skills: The Internet is a great tool for helping you improve your grammar. There are many websites that exist just to help ESSSLtudents learn more about grammatical rules and to help students practice them through quizzes. However, you need to look hrwroughteveral websites before you decide on one to use-?not all websites are great.

If you don’t know where to start, here’s a suggestion: http:// ussinglenesscoComboo your instructors office hours for extra help: Did you not quite understand why your grammar was incorrect on a paper? Go ask your professor. S/he will be able to explain it to you. Professors are great resources and are happy to help when they can. Go to a peer tutor or a writing specialist at the Writing Center: While tutors and specialists won’t “fix” your grammar, they are happy to explain why your grammar wasn’t quite orerectn your paper.

Plus, they can help you identify areas that you can work on and help you develop revision skills. ThThey’relso really nice. Remember: try not to get discouraged. Learning English grammar and using it correctly takes a lot of time, effort, and practice. Be positive and proactive about practicing your grammar, reading, and writing skills and you’ll begin seeing more improvement. -Kelley Ruble, Writing Specialist & ESSSLLL Liaison http://www. wrHerringtonucGucciedDuips-for-improving-grammar/ Improved English proficiency among Filipino adults ‘surprising This post was riRittery Hannah L.

NeOmnipotencea senior mass communication student who is earning her summer internship credits with the PCPICKMORE Filipinos say they have a better understanding of the English language now, based on a recent survey by the Social Weather Stations, but the results do not appear very convincing to some. Results of the survey done from March 30 to April 2 this year, as compared to the outcome of a similar polling in March 2006, showed “recovery in all aspects of English proficiency, most notably on the ability to speak English,” observed MaMaraMangosSWSSWresident and chief xeexecutivefficer. Download the survey results here Moreover, the results showed a significant improvement in self-assessed English proficiency among Filipinos in the last two years after a decline over the previous 12 years. But EdDilberteDeesus, former secretary of the Department of Education, said the survey results were “surprising considering a turnaround in just two years,” expressing his doubts on the accuracy of the respondents’ answers to the survey. Of those surveyed, three-fourths (76 percent) of the adult respondents say they understand spoken English, compared to 65 percent in March 2006.

In September 2000, comprehension of the English language was at 77 percent, which was an improvement from 74 percent in December 1993. The same SWSSWurvey in April showed that: 75 percent say they read English;three out of five (61 percent) say they write English;about half (46 percent) say they speak English;roughly two-fifths (38 percent) say they think in English; anmidnightercent admit not being competent in any Way when it comes to the English language.

Compared to the March 2006 survey, only two-thirds (65 percent) of the respondents said they could read English; about half (48 percent) said they could write English; lmalmost third (32 percent) said they could speak English; a fourth (27 percent) said they could think in English; while 14 percent said they were not competent in any way when it came to the English language.

The latest survey also showed that more Filipinos are fully using the English language, from five percent in March 2006 to eieightercent in April 2007 while those who say they make “fair use” of the English language also increased a bit, from 35 percent to 39 percent in the same period. A ‘surprising’ turnaround “We hope the results accurately reflect the real situation. While it’s good news, it’s also surprising. It’s quite a turnaround in just two years,” deDeesus averred. “While we see the result as an improvement, its also incumbent to ask what happened in the last two years. “We hope it’s a real improvement and not just the awareness of how important English is that boosted it,” MaMangosikewise said. De Jesus therefore suggested the conduct of another study to test actual English competency. The survey was commissioned by the Promoting English Proficiency (PEP) Project of the American Chamber of Commerce of the Philippines (AmMochaand the MaMagmatausiness Club (MBMOB with funding from Philip Morris Philippines Manufacturing, Inc. The project aims to develop a world-class Filipino workforce with English proficiency that meets high international standards.

College undergrads as targets “Primarily, the target of this project are the college undergrads who will graduate and look for a job, Filipinos who are seeking work abroad, anyone who are entering the labor force,” explained John Forbes, PEP co-chair for the American Chamber of Commerce. “The program that AmMochand MBMOBnitiated was motivated by a need to improve the English language for those entering the workforce, so these are mostly college graduates, more in the orarmorector of employment,” said Forbes. Our training and certification is not directed at elementary or basic education as much as it is with people that are in their late teens or starting their careers. Those are people looking for jobs and in those people who are looking for jobs, we saw a decline in English. So we’re trying to fix that,” he added. DeDependssistant Secretary TeTeresanIncitingheorized that the Filipinos’ proficiency in English declined in previous surveys due to economic reasons. Decline ‘not education-related’ “l think that the problem is really not education-related, but rather economic- elated.

You can’t teach a child who’s hungry. You cacan’teach a child who’s sick,” she pointed out. It was not established however that the improvement in the F-illollipopsproficiency in English was due to a better performance of the economy. InIncitinglso cited regional differences in speaking the English language as part of the problem. “l think that it is not the grammar structure but the accent because most Filipinos can understand and speak (English although) but not in the way the local speaker would speak. ” InIncitingecognized the need to improve the quality of teachers.

In this regard, she aid the DeDependas set aside P2IPPPillion for speech monitors intended to improve the accent of teachers. RaRamonael RoRosariesrJar, MBMOBhairman, noted that many applicants who are fresh from college fail in job interviews because of inadequate skills in English, prompting him to believe that the problem can partly be blamed on the quality of educators. “It is a problem that a teacher who is not so proficient in the English language has the risk of possibly teaching or passing on to her students the wrong use or application of the English language since she herself is not competent and proficient,” he said.

Lack of resources and quality of spending are part of the greater issues, and another is that the problem of low English proficiency is reflective of the PhPhilippinesasic education system,” del RoRosariessserted. Improve quality of education “We did make a point that while there is a specific problem in English proficiency, there is in fact a serious problem also in Math and Science, for example, so I guess, part of the answer is, I think the approach is to really improve the overall quality of education,” he said. Still, think that Filipinos speaking in English is a definite plus. ” Quality education, del RoRosariesaid, howouldquip children with better capabilities to cope with the demands of their future careers or the market place. Current efforts are focused on improving English proficiency “because the jobs that are feasible made it clear that English proficiency is a distinctive factor. ” Forbes shared del RoRosariesiews on the need to take a closer look at the problem from its roots. “The broader advocacy is to fix English throughout basic education,” he said. With 20 million students in basic education, and virtually all Of them are in public schools, so it’s the responsibility of the DeDependo fix that. It’s the responsibility f the government to collect enough taxes to make sure that there are enough classrooms, and that the teachers of English speak English,” he said, hastening to add that the AmMochaBMob’sEP program “isn’t going to fix that. ” Chris Nielsen, managing director of Philip Morris Philippines, said his company is funding the PEP project as part of its corporate social responsibility to help improve employment in the Philippines.

The SWSSWurvey had 1 , 200 adult respondents, with 300 samples each from Metro Manila, the rest of Luzon, ViVisasnd Mindanao. htHttp/pcpickorOrgblblob008/05/1 6/improved-enEnglishroficiency-among-fiFilipinodults- urreprisinghe Philippines remain as the 5th Largest English Speaking country in the World. Recent English proficiency test excluded the Philippines in ranking among countries with high English proficiency as the record shows that the country remain at large as the 5th largest English speaking country in the world.

International research and surveys such as IBM shows that the Philippines’ Universities are producing not less than 500,000 English speaking graduates each year which is vital for the continuously growing BPBOPndustry in the country. In 201 0, the Philippines gain a new title as the number 1 in BPBOPountry in the world surpassing India. The Philippines’ English is mixed of American and British English which the language itself were able to grow within the ararchipelagoountry.

According to the BPBOPlients in the US, the country’s English is so competitive as evidenced by the fast growing outsourcing industry. Besides, the Philippines English accents is the most preferred by the western countries because it is neutral and is more cocomprehensiblend Filipino tongue is so flexible and so easy to adapt the western accent and make them attuned. TaDatahe biggest outsourcing firm in India have opened their BPBOPffice in the Fort BoBonifacePhilippines after they got a continuous demand from their US clients looking for Philippines English speaker to deal with their accounts.

Just recently, a small US;based private business English training and testing institution “Education First” came out with an English proficiency ranking report of 44 countries. Of the Asian countries that were included in the report Malaysia had the highest English proficiency index (EPPEPof 55. 54, a “high proficiency” level, and is ranked 9th. The exclusion of the Philippines in the ranking was mentioned as the country till able to stand with their title as the 5th largest English speaking country in the world.

For so many Filipinos traveling around the globe and 10% of their population or 9 to 10 Million Filipinos working outside the Philippines; there is no incident happened and none of their constituents fallen into a deep well because of jumping into a well with a sign “Be careful pitfalls ahead”. For the 44 countries tested in English proficiency, KaAstrakhananked 44th with a “very low” English proficiency EPPEPf 31. 75. A group of professionals in the Philippines drafting a petition for the exclusion of the professionals of the

Philippines from taking any English examination which is usually conducted by the IELILTSnd TOEFL as a preliminary requirement for Filipinos to migrate in the other English countries like Australia, UK and USA and planned to include the Philippines to the list of the native English speaking countries. The said petition would pass through the hole of a spike as the Philippines still suffered the discrimination from the other native English countries and OECOEDember countries for a poor economy in spite of very rich resources including metallic minerals, oil, gas and natures.

The Philippines’ native such s IgIgorSuCubansand other lullamasr ababoriginef the country have the same case with the Australian’ ababorigineAccording to a research, it is normal that there are some less educated locals who could not understand or speak English and those tribes or group of people are not a migrant type. In Australia, a known English native country in Oceania has the same issue with the Philippines. The Australian aboriginals could not even speak English at all. The recent English testing methodology conducted by the “Education First” was also disclosed their full report, that there were 2,368,730 test takers that

Were included in the ranking except the Filipinos who Were voluntarily taking the English test. The Philippines must have to celebrate as the country still enjoys a good English speaking population, as represented by half a million English-proficient employees of the IJIIS billion Dollar revenue contributor of the country for the business process outsourcing industry. The Philippines is one of the States of the United States of America from 1898 to 1 940 which official language and language of instruction used is English.

John Langford, executive vice president for the Business Process Association of the Philippines (BPPAP said the Philippines still has a competitive edge in English proficiency primarily due to its affinity with Western cultures. In fact, Filipinos consume a lot of foreign films and TV in English, which are not dubbed or given English subtitles. School textbooks and medium Of instruction are also mostly in English except for Filipino-related subjects. Of course, this does not necessarily mean that English proficiency is constantly good among Filipinos.

As Langford said, the proficiency itself is declining relative to the growth of the BPBOPndustry demands. “We need to continue to partner with the ovoverspentnd academe to continue raising the level of English proficiency of the Filipinos in order to sustain the future growth of the industry in the Philippines,” Langford said. On the other hand, other expert says that the Filipino must not be overacting and a muted English perfectionist which triggers other Filipinos to shut-up of fear that other will correct them if they would be saying a sentence in a wrong grammar.

Such Filipino attitude will make the English proficiency of the Filipinos dropping down and it would affect the cocountry’snglish proficiency. “I advice that the Filipino must keep n talking and express their feelings in English and ignore the people who love correcting mistakes, in such manner they would be train and continue improving their English skills, as they would be more familiarized with the English terminology; later they could polished it and could make it perfect” an expert said. htHttp/bebattleshipsblBloodspotcoCom011 /04/enEnglishroficiency-test- excluded. tmHTMLH: World’s best country in business English By ShShieldendoza I Wed, ApPar5, 2012 Well, people will now have to think twice before mocking PiPinotsuse of the English language. The Philippines was named the world’s best country in uscuisinesnglish proficiency, even beating the united States, according to a recent study by GlGlobalizationorporation. GlGlobalizationas released early this month the results of its annual Business English Index (BEBEE the only index that measures business English proficiency in the workplace.

For 2012, results showed that from 76 represented countries worldwide, only the Philippines attained a score above 7. 0, “a BEBEEevel within range of a high proficiency that indicates an ability to take an active role in business discussions and perform relatively complex tasks. ” “This is particularly ntinterestingecause the Philippines, a country with one-tenth of the population of India, recently overtook India as a hub for call centers. Over 400,000 Filipinos are now employed in call centers, roughly 50,000 more than in India,” the study said.

The Philippines, which scored 7. 11 and the lone country in the intermediate level, were joined by Norway (6. 54), Estonia (6. 45), Serbia (6. 38) and Slovenia (6. 19) in the top five. GlGlobalizationoted that a cocountry’susiness English capability is an indicator of its economic growth and business success. “It is not surprising that both the Philippines and Norway-?the only two countries in the top five in both 2011 and 2012-?are improving their economies, based on the latest GDGAPata from the World Bank,” it added.

Meanwhile, struggling economic powers OaPanItaly and Mexico) and fast-growth emerging markets (Brazil, Columbia and Chile) scored below a 4. 0 in business English proficiency, placing them at a disadvantage when competing in a global marketplace, the study said. It also pointed out that shifts in global talent have put even English-speaking countries at risk. “Surprisingly the BEBEEcore for global workers in the U. S. deDeclinedrom 6. toTo. 09 since the original 201 1 BEBEEenchmark, which is attributed to a majority of test takers being foreign-born engineers and scientists,” the report said.

Rest of the world ranked beginner and basic level Based on a scale of 1-10, the average 2012 BEBEEcore across 108,000 test takers around the world is 4. 15 which is lower than last year’s 4. 46. Nearly four out of 10 (38. 2 percent) global workers from 76 countries were ranked as business English beginners, meaning that, on average, they cacan’tnderstand or communicate basic information during virtual or in-person meetings, read r write professional emails in English or deal with complexity and rapid change in a global business environment, the study said.

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