Critical practices in the assessment of writing 13 June 15:00-18:00CPD-LG.46
Professor Bonny Norton University of British Columbia
The assessment of writing has always presented great challenges to language teachers. What constitutes a valid test of writing? How do teachers ensure that marking is reliable? Drawing on my experience of assessing writing in the context of the TOEFL in the USA, the CLBA in Canada, and the Matric examinations in South Africa, I will conduct a workshop on both the practice and theory of writing assessment. My past experience as a test developer at the Educational Testing Service in Princeton, USA, will help to inform discussion. Participants will be given a sample of writing to assess, and then, with reference to three different scoring guides, examine the relationship between the form of assessment and assumptions about good writing. Participants will have the opportunity to discuss their own challenges in the assessment of writing, and relate ideas from the workshop to their daily practice.
Designing projects for out-of-class learning 13 June 15:00-18:00 CPD-LG.60
Professor David Nunan The University of Hong Kong
In this interactive workshop, participants will consider the advantages of supplementing in class language learning with learning beyond the classroom. A framework for developing an out-of-class project will be presented based on the following variables:
- Location (e.g. home, library, museum, park, cinema)
- Modality (speech vs writing; face-to-face vs email, blended modes)
- Learning aims (intentional vs incidental; general vs specific)
- Control (learning-managed, teacher-managed, other managed)
- Type of interaction (one way vs two way)
- Language register (scripted, unscripted, casual, formal, Native Speaker, Non-Native Speaker)
- Logistics (demanding, complex, simple)
- Task demands (listen, repeat, rephrase, respond, summarize, question, react)
- Manner (individual, pair, group)
- Means (computer, mobile phone, television)
Participants will use this framework for developing their own out-of-class project. Each group will present their projects. The whole group will then engage in an evaluation of each project, identify pros and cons and coming up with suggestions for refining / improving each project.
Writing for international publication in Applied Linguistics and EFL journals 13 June 15:00-18:00 CPD-LG.61
Professor Ken Hyland The University of Hong Kong
The workshop aims to explore different aspects of writing for international publication in English, including targeting a specific journal, preparing and revising the manuscript, and responding to reviewers comments.Participants will also learn how editors select reviewers, the criteria they use to screen submissions, how to avoid desk rejections and what makes a good paper.The presenter will give an introduction to these key ideas in writing and submitting manuscripts and then discuss how participants can use language to present their research and position themselves in the research field and how to adapt their writing to different audiences.The presenter will then open the session for wider discussion so audience members are encouraged to bring along their questions.
How to implement Production-oriented approach (POA) in English teaching 13 June 15:00-18:00CRT-6.66
Professor Wen Qiufang Beijing Foreign Studies University
The workshop will demonstrate how POA is implemented in classroom teaching. Ms. ZhangWenjuan from China University of Political Science and Law and I will work with participants to design a lesson by using given materials. The detailed procedures of teaching will be discussed which include objectives setting, productive activities designing, receptive materials selection and the way to deal with them in class, classroom instruction strategies and assessment criteria, etc. Finally, the potential problems in and challenges of POA will be further pointed out and suggestions will be put forward.
Consciousness-raising tasks for grammar teaching 13 June 15:00-18:00 CPD-LG.62
Professor Rod Ellis University of Auckland and Shanghai International Studies University
What is implicit knowledge of a language? What is explicit knowledge? Why is it important to develop both types of knowledge when learning English? This talk will provide answers to these questions and then describe an interesting way of teaching and learning explicit knowledge through consciousness-raising tasks. Participants will have the opportunity to perform a number of such tasks in order to discover how English grammar works. The talk will also consider the advantages and limitations of such tasks.
