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ERIC Number: EJ866681
Record Type: Journal
Publication Date: 2009-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0261-4448
"A Priori" Assessment of Language Learning Tasks by Practitioners
Westhoff, Gerard J.
Language Teaching, v42 n4 p504-518 Oct 2009
Teachers' competence to estimate the effectiveness of learning materials is important and often neglected in programmes for teacher education. In this lecture I will try to explore the possibilities of designing scaffolding instruments for a "priori" assessment of language learning tasks, based on insights from SLA and cognitive psychology, more specifically connectionist theory. I will subsequently outline the development and evaluation of a "yardstick" to judge complex, integrated, life-like tasks, such as WebQuests. The possibilities will be explored of performing in-depth a "priori" task analyses as a learning task for teachers in order to enhance their competence in making "educated guesses" about task effectiveness. Finally, an experiment will be described to determine the reliability and validity of an instrument for in-depth analysis of language learning tasks based on the theoretical framework previously described.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=LTA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A