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The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.
Gardner chose eight abilities that he held to meet these criteria:[2] musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moralintelligence may also be worthy of inclusion.[3] Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning.[4]
Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge.[5]
41. Express your opinion on the theme: Possible difficulties a student has to overcome when new words are presented. Teachers’ role in overcoming these difficulties.
English-as-a-Second Language (ESL) teachers are often faced with the challenging tasks of making our classes meaningful, practical and, yes, even fun for our students. In planning course curriculum for the year, it can be exciting to modify past curriculum or experiment with a new plan that can make teaching easier or more interesting for all.
There are some advices for teacher for overcoming these problems, at first teachers have to explain easier new words using the different kind of exercises, play games with using new words and etc.
Remember: When teaching vocabulary it is important to teach meaning, use, form and pronunciation.
There are three stages in teaching vocabulary:
1. presentation or explanation
2. practicing or consolidation
3. production
1. Presentation or explanation
There are two ways of explaining the meaning of the word: translation and direct way
The first way of presenting the word: a direct translation of the word.
Translating a new word can be useful. It is often the simplest and clearest way of showing what a word means. When the teacher presents words denoting abstract
Direct way of presenting the words brings the learner into direct contact with them without using his native language. The direct way is used when concrete words denoting concrete things, actions and qualities are introduced. The teacher uses objects, pictures, movements, gestures and mimes to presenting the words directly without using the students’ native language. Another technique of presenting the words is through context, synonyms, antonyms, definitions.
But remember: we should not only have the students repeat the word. We should point out difficult sounds and word stress.
Establishing Meaning, Use, Form and Pronunciation:
1. Say the word;
2. Give the part of speech;
3. Give a definition (Meaning); (make sure that the language used to describe the word is less complex than the word itself.)
4. Give an example sentence using the word or an example situation to provide the context (Use);
5. Check understanding by asking several questions based upon the above context;
6. Broaden understanding by seeing how the word can and can’t be used;
7. Relate the word to the Ss’ experience;
8. Have Ss repeat the word and point out word stress. (Pronunciation);
9. Point out any irregular rules in the formation of past tense, plurals, etc. (Form)
Rules for the teacher:
1. Introduce words in sentence patterns in different situations of intercourse.
2. While introducing a word, pronounce it yourself in a context, ask students to pronounce it both individually and in unison in a context too.
3. In teaching words it is necessary to help the learners to practise, learn, remember, recall and use the ww.
42. Express your opinion: Not all oral exercises mean speaking. Comment upon this statement. What are the reasons for students’ poor comprehension of the target language when spoken?
Although still limited there are number of interventions that have been developed to help children to overcome some problems associated with poor comprehension. Successful interventions which target comprehension skills include both written and oral language problems as well as confidence and motivation in children. They might include, amongst others, the following:
1. extending vocabulary by introducing drawings depicting the word’s meaning (especially words which meaning if difficult to remember) and then encourage the students to use and revisit them frequently;
2. using bubble diagrams to extend the words meaning and facilitate better understanding;
3. using games such as prediction bingo, which help to built predicting ability about events and ideas that might happen as well as help to build confidence to share these ideas;
4. improving summarizing skills by introducing prompt sheets, which invite the child to advertize a story, for example (these help the child to look for the main message/event in the story) or graphic organizers, which capture the main points and events within a story;
I t is generally agreed that it involves range of skills, such as:
1. decoding (ability to read words);
2. vocabulary knowledge (knowing the meaning of a wide range of words);
3. grammatical awareness (ability to understand the structure of sentence and the meaning of composing it words);
4. listening comprehension (understanding what is being said);
5. pragmatic skills, which help to make inferences about intended by the writer meaning and thus interpret the text appropriately;
6. general knowledge, which helps to make links with what the child knows from real life or other texts to the current text;
7. comprehension monitoring (planning the activity of reading, ability to monitor the understanding of the read text and to get back to the point when the comprehension was lost, ability to reflect on what was just read and extract the main points in text);
8. working memory (here it refers to ability to simultaneously store verbal information while it is processed);
43. Express your opinion about the use of games in FLT.
'Language learning is hard work... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.'
'Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.'
'The need for meaningfulness in language learning has been accepted for some years. A useful interpretation of 'meaningfulness' is that the learners respond to the content in a definite way. If they are amused, angered, intrigued or surprised the content is clearly meaningful to them. Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.
If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They are thus not for use solely on wet days and at the end of term!' (from Introduction, p. 1)
44.Express your opinion on the theme: Modern technologies in teaching Foreign Languages (Pair work, Case Study, Project work)
The proliferation of Internet-based software over the past decade undoubtedly has transformed the way foreign languages are taught. And yet, while educators increasingly exploit these pedagogical tools, the real story seems to be the way students use them to acquire foreign language competency. The literature seems to suggest that students increasingly rely on mobile-assisted language learning independently of, or asynchronously to, more structured learning, but other factors have also received the attention of researchers. This brief literature survey highlights some of these issues.
Note that in the following discussion, computer-assisted language learning (CALL), mobile-assisted language learning (MALL), Internet-based language learning (IBLL), online language learning (OLL), Google-assisted language learning (GALL), and technology-enhanced language learning (TELL) are different forms of technology-based language learning (TBLL).
To begin with I want to say that everybody teacher has a point of view about this question. Somebody doesn’t like innovations. Somebody has already used new technologies. Generally speaking computer technologies are improvement understanding of new materials, but on my mind, technologies will not replace teachers. Information technologies have both many pluses and minuses. There are a few pluses of computer technologies: interactivity, individuality, visually course, objective mark of pupils and emotional comfort (influence of teacher and other pupils is minimum).Teacher will have a lot of time. He can spend this free time for explaining of new material or consolidate old. There is one minus of information technologies: bad influence on health of teachers and pupils.
There are some criterions of computer education programs: interactivity, original design, original information and adaptive for everybody pupil. User of computer educational program must have a special training for correct work on personal computer. I want to add that virtual course must be original (pictures, videos, music, interesting tests, text and nice quality of materials).
The use of modern technologies in teaching foreign languages. Technology seems to be under scrutiny for some inherent abilities to help teachers teach, help learners learn and fundamentally change the social and educational context of classrooms. New technologies are certainly great teaching resources. Teacher can use his laptop and video projector and that benefits him and his students. Work can become more interesting, easier and cleaner. With the new technologies students are more interested in attending the classes. The new technologies have made teachers' work easier too. As an example, preparing visual aids and showing them is no more hard work. There are lots of ready made pictures on the web that you can edit and present effectively using MS Powerpoint. Using Internet resources facilitate authentic contact with L2 (e.g., connect with native-speaker pen pals); encourages direct interaction within virtual community of learners and native speakers; uses multiple modalities (text, audio, video, interactive, etc.) in real time.
Hundreds of languages are available for self-study, from scores of publishers, for a range of costs, using a variety of methods. The course itself acts as a teacher and has to choose a methodology, just as classroom teachers do.
Audio recordings and books. Audio recordings use native speakers, and one strength is helping learners improve their accent. Some recordings have pauses for the learner to speak. Others are continuous so the learner speaks along with the recorded voice, similar to learning a song.
Internet and software. Software can interact with learners in ways that books and audio cannot: Some software records the learner, analyzes the pronunciation, and gives feedback.
Software can present additional exercises in areas where a particular learner has difficulty, until the concepts are mastered. Software can pronounce words in the target language and show their meaning by using pictures instead of oral explanations. The only language in such software is the target language. It is comprehensible regardless of the learner's native language. Websites provide various services geared toward language education. Some sites are designed specifically for learning languages: translation sites let learners find the meaning of foreign text or create foreign translations of text from their native language.
Speech synthesis or text to speech (TTS) sites and software let learners hear pronunciation of arbitrary written text, with pronunciation similar to a native speaker.
45 Express your opinion: What is cooperative learning? What are some of the most important benefits of cooperative learning?
Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to Cooperative Learning than merely arranging students into groups, and it has been described as "structuring positive interdependence."[1][2] Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be competitive in nature, students learning cooperatively can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.).[3][4] Furthermore, the teacher's role changes from giving information to facilitating students' learning.[5][6] Everyone succeeds when the group succeeds. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks.[7] Five essential elements are identified for the successful incorporation of cooperative learning in the classroom.
Cooperative learning can also be contrasted with what it is not. Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments. Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.
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