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ERIC Number: ED348841
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Grading and Professionalism in ELT.
As second language teaching moves away from traditional graded exercises to instruction in which communicative competence is the primary focus, exercises have become practice- and task-based, and systematic grading and diagnostic testing have disappeared. Students are sometimes being asked to perform tasks with which they would have difficulty in their own language. At the same time, the notion that the teacher can construct exercises based on theoretical principles to help with specific student skill deficiencies has been lost. However, in English language teaching (ELT) as in other disciplines, the teacher's role should be to influence learning. If the profession is shifting to a paradigm based on students cooperating in performing tasks, the tasks should be organized according to conceptual and technical difficulty. It is essential that teachers have a clear understanding of what success in a particular task consists of, including the ability to break the task down into component parts and then construct simple and intermediate versions of the same tasks so students having difficulty can make progress within a truly graded syllabus. It is time that instructional materials writers and teachers took a more professional view of this important area of methodology. A brief bibliography is included. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Meara, Paul, Ed. Spoken Language. Papers from the Annual Meeting of the British Association for Applied Linguistics (Edinburgh, Scotland, September 1985); see FL 020 441.