What kind of elements of language are you
measuring/assessing and how are you
measuring/assessing them in order to determine
progress/improvement (=acquisition)? >>>
According To Krashen, "Acquisition is the unconscious
process that occurs when language is used in real
conversation." This is a fine statement:
I myself learned how to speak fluent Chinese in just 2
years, though I cannot read or write it; The element
concerned here was exhaustive listening to LANGUAGE
USED IN REAL CONVERSATION. I call this audio-input 1.
The other form of usage is visual-input 2, or reading.
Without inputs 1 and 2, a proficient output (writing,
speaking) is impossible, even if a learner masters the
grammar, vocabulary and pronunciation. Clearly there
is a case in point for those students who pas CET-4
exam and memorize at least 6000 words, but, cannot
hold a simple conversation in English.
I intend to achieve progress by creating my lesson
plans following Krashen's optimal Input+1 theory where
students receive materials slightly higher than their
levels. This has been a problem area recently, as most
of the Chinese students complain that foreign teachers
usually underestimate or overestimate their language
Therefore, considering Input+1 in mind, through
assigning audio-input 1 with some visual-input 2 in
class, supported by supplementary inputs 1 and 2
outside the class, I prepare students to produce
'better' spoken output (both in and out of class) and
measure it against three SLA levels: BICS*, IPT**, and
Arriving freshmen are slightly better than LEP***
level, so what I really measure is not how well they
pronounce, but how well they communicate, what kind of
words they use, how well they use these words, what
kind of grammar they produce for Spoken language and
how well can they express what they mean.
*Basic Interpersonal Communication Skills (BICS)
**Idea Oral Proficiency (IPT)
***Limited English Proficient Students (LEP)
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