The usage of different types of control in the lesson of Foreign Language.

“Although their bikes are clean, the two boys are dirty” (Students would select picture number two).

Prepare a map showing local streets and businesses. Next, in colored ink or colored pencil, trace a route on that map. Then prepare instructions which tell your students how to trace that same route on their maps.

Advantages of Limited Response

• This is suitable for persons not able to read and write in the target language.
• This involves flexible techniques: Some are interesting to children, and several techniques are useful for young people and adults with intermediate to advanced skills.
• The questions are generally quite easy to prepare.
• Limited-response items are generally rather objective as well as quick and easy to score.

Limitations of Limited Response

• Native-language responses are limited to classes with bilingual teachers and students with the same language background.
• Suitable pictures for picture clue items are not always easy to find.
• Equipment (such as a Xerox or other copy machine) is usually needed to reproduce drawings for certain task-response and picture-clue items.

 

Multiple-choice appropriate response

There are three guidelines to keep in mind when preparing multiple-choice appropriate-response items to test listening comprehension: Focus on meaning; keep the options simple; and learn to adjust the difficulty of the items.

1. Focus on meaning. When writing multiple-choice appropriate-response items, use vocabulary and grammar that your students already know. The object is to measure only the students’ understanding of a particular sentence or short dialog. Look at the following example (the part in parentheses is heard but not read; the three options are read only):

(When Jack leaves, they will hire you, won’t they?)

1. Yes, you will.        B. Yes, he is leaving.            C. Yes , they will.

 

2. Keep the options simple. Look at the sample that mentioned above again. Notice how simple and brief the three options are. Each one is only about three words long. Students have to keep the stem in their memory; they won’t hear it a second time. Therefore, you use only three options , and you keep these brief so the students won’t become confused. Notice, too, that the options are simpler than the stem. In addition, you can see that the distractors are all grammatically correct; they are simply not suitable for this particular context.

 

3. Learn to adjust the difficulty of the items. We can take items like those illustrated above, and you can make them easier or more difficult. In other words, we can adjust them to match what we have taught our students. Suppose we needed easier questions. We could simplify the stem, and you could make the distractors seem less correct. The result is a much easier question:

 

(Will they help you?)

1. Yes, you will.                B. I did.                C. Yes, they will.

Advantages of Multiple- Choice Appropriate Response

• It is fast and easy to correct.
• It can be scored consistently and reliably.
• It is an integrative, communicative measure of listening.

Limitations of Multiple- Choice Appropriate Response

• It is more difficult to prepare than tests for beginners.
• Cheating is fairly easy, unless alternate forms are used.
• Since the reading of multiple-choice options is required, students need to be literate in English.

 

Speaking Tests: The testing of speaking is widely regarded as the most challenging of all language exams to prepare, administer, and score. For this reason, many people don’t even try to measure the speaking skill. They simply don’t know where to begin the task of evaluating spoken language. The most purpose is to present the most effective classroom approaches available for measuring oral proficiency. The nature of speaking skill itself is not usually well defined. Understandably then, there is some disagreements on just what criteria to choose in evaluating oral communication. Grammar, vocabulary, and pronunciation are often named as ingredients. But matters such as fluency and appropriateness of expression are usually regarded as equally important. There are given several kinds samples in order to measure and make control on speaking skill.

Limited Response .

1. Directed Response items.

1. Write instructions and directed response items that require your students to produce the following sentences.
1. She likes you.
2. The music is too loud.
3. Thanks very much for showing me the way here.
4. I wouldn’t do that if I were you.
5. It’s quite warm outside today, isn’t it?
2. Prepare five directed-request  items that require stidents to produce the sentences below.
1. When does the game start/
2. Where is the nearest drinking fountain?
3. Pardon me, can you speak Spanish?
4. Could you show me the way to the manager’s office, please?
5. I’m very sorry to be late. (I missed the bus).
3. Prepare three situational directed-request items, suitable for your students.

2. Picture-clue items.

1. Find or draw four pictures. Prepare a separate question for each picture; this should be on your student’s level. Plan the questions to avoid one-word responses. Give a sample answer for each question.
2. Find or draw a set of pictures that tell a story or incident. Three to five should be enough. Then prepare a question on each frame, to help your students “tell the story.” Include the pictures.
3. Prepare or find a map or chart. Write out two questions on this visual; they should be on your students’ level. Include the map or chart with your questions.

3. Reading-aloud passage. Select a reading-aloud passage suitable for your students. Include your instructions, and indicate what criteria will be used for grading your students’ performance.

 

2. Guided Techniques.

1. Paraphrase. Select a little story for your students to paraphrase. Write out suitable instructions. (The story is to be read aloud to them.) Provide three or four simple line drawings that can help students recall details from the story.

2. Explanation. Write out five explanation items, such as “Tell how Moslems observe Ramadan.” These should be on your students’ level. After each item, write out a model explanation.
3. Guided role play. Prepare two guided role-plays to test your students with. These should be equal in difficulty. In other words, the same kinds of questions should be asked on each. Only the subject matter should be different. In parentheses, prepare a model student response following each line that the teacher speaks.

3. Oral interview. Prepare a 20- item guided oral interview appropriate for your students. Include yes/no, wh-, and either/or questions. Also include statements. Include one or two questions that get the students to offer some kind of correction or modification. Also include at least one question requiring clarification. Include at least two or three questions. Make sure that most of the questions have some logical relationship to adjoining questions.

 

 

Dictation and its importance as a control

Dictation is one of the guided- writing controls. Most teachers about this technique, but few handle it properly. Actually, this is one of the easiest controls to use, and it gives very good information on the student’s language ability. But this is true only if you prepare it right, present it right, and score it right. You can get good results from a dictation if you follow the steps listed below.

Preparing a Dictation

First, choose a story or article that is not too difficult for your students. You can pick a selection from the reader that you use in class. Even better would be a selection from a reader on a slightly lower level. The length of the dictation depends on whether it is used alone or with other language measures. If it is a part of a larger test, you can use dictation 75 to 100 words long. If it is used by itself, you will want a passage about 125 to 200 words long. (These are, of course, rather general guidelines).

Be careful to choose something that is unified able to stand alone. In order for your students to do their best, they must understand the meaning of the whole thing. You may even want to read your selection ahead of time to a native speaker or to another English teacher to see if he understands it. One way of helping to provide needed unity for a dictation from a longer passage is to write an introductory sentence or two. Here you can summarize what preceded the part that you are using. If necessary, you can also add a summary sentence or two at the end. Unless you are evaluating punctuation, it would be best to avoid a passage with much quoted material in it. Also avoid a passage containing a lot of names and dates and numbers, unless you need to test the ability of students to write out dates and numbers. Of course you can edit or take out a few troublesome words if the passage is suitable otherwise. After you prepare the modified version, the next step is to decide where the pauses should come. It’s here where we will stop for students to write down what they have just heard. Aim for about seven or eight words between pauses, but allow for as few as five and as many as nine or ten words per group. You would very seldom go below five words. Let the structure of the ten sentence serve as a guide. Longer sentences can be divided between clauses and phrase groups. Place a slash (/) at each point that you plan to pause. Be sure to mark the passage in advance- not at the time you are administering the dictation. If more than one teacher is using the same dictation (and you want to compare the classes), marking the pauses will help make the test more uniform. You should also write out a common set of instructions for the teachers to read aloud to the classes. These directions should be worded simply. For beginning classes in which all students speak the same native language, you can even give the instructions in that language. You can also help to provide uniformity by taping the dictation and by having two teachers score each paper. This not essential,  however.

 Administering the Dictation control

 To help students do their best, be sure they know how to take a dictation. You can help assure that they do by giving a practice dictation during the regular class period. When administering dictation as test, make sure everyone has lined paper and something to write with. Write out on the blackboard any unusual name or expression from the dictation passage that you think could be possibly confuse your students. It is also helpful to explain the scoring procedure, if you have not done this earlier. Then tell them that the dictation will be read aloud three times. When you read it orally the first time, do not pause during the passage. Students must not write anything at this time. They should simply listen carefully so they can understand what the entire thing is about. The second time, pause after every five to ten words, as previously marked. During each pause, the students are to write down what they have just heard. If they have not studied much about punctuation yet, you can provide punctuation for them. Do not repeat any words and phrases. Be sure to make your pause long enough so that everyone has time to write down what he has heard. Nothing is gained by having pauses that are very short. In fact, you should watch students to make sure that everyone has had an opportunity to finish writing, before you continue with the next phrase. The third reading, without pauses and at normal speed, provides an opportunity for quick proof-reading. But again, no repetition of words or phrases is permitted.

 Scoring the Dictation control

The best way to score a dictation control is to deduct one point for each error. We recommend this even if you are counting off for spelling and punctuation errors. It might seem fairer to take several points off for less serious errors. But much practical experience with class dictations has shown this to be time consuming, frustrating, and unreliable. For accurate, fast, reliable scoring, simply take off one point for each error. This includes omitted or added words, inverted word order, grammatical errors- everything. (One exception is to take off one point for the first time a word is misspelled but not for repeated misspelling of the same word. Also, unless there is a need to check student mastery of mechanics, it is all right to ignore errors in punctuation or spelling for beginning to intermediate students.)

An easy way to provide a numerical score for a dictation is simply to give a fixed number of points for it. You can do this regardless of the number of words in the passage. If the dictation is not part of larger test, you can use 100 points. Next, add up the number of errors on each dictation. If no one makes as many as 100 errors, you can just subtract the number of errors from 100 for each person’s score. I f several students make more than 100 errors, you can divide the number of errors on every paper by 2. You would then subtract this from 100 for their score. (Keep in mind that if many students make numerous errors, you have probably chosen a passage that is too difficult for them. In such a situation, you will probably want to test them over again using an easier selection). If you use dictation and one other measure such as a grammar test or reading comprehension exam, you can allow 50 points for the dictation. Suppose you found papers with the following numbers of errors: 108,73,28,19, and 12. You could divide each by 2 and subtract from 5. The first person would lose 54 points. But since minus scores are not used, he would simply receive 0 on the dictation. (If you wanted to avoid a zero score for the first paper, you could divide the number of errors on all controls by 3 and subtract each of these from 50).

Dictation:

1. Here is the number of errors made by five students on a dictation: 17, 81,50,28,40. Since the dictation was used with a reading comprehension test and a short essay, allow only 30 points for the dictation. Convert the error totals to point scores. (A zero score is permissible, but nearly all should be above zero).
2. Using the Norway dictation as a model, select a passage from your students’ ESL text for a dictation test. Shorten it and adapt it by composing a suitable introductory sentence or two. Since it is part of a larger test, this dictation should be 85 to 100 words long. Place slashes (/) at the places where you intend to pause.
3. Identify any problems that you see in the following dictation:

There are both advantages /and disadvantages/ in visiting Boston /during your Christmas vacation. / It is pretty cold /and uncomfortable then,/ and there is some danger/ of catching cold./But there is/ the famous Boston Symphony Orchestra/ to hear, and there are famous/ historical places everywhere./ There is the Old North Church / and there are / famous schools and museums./ Also there is Bunker Hill./ It is a famous / battleground of the American Revolution.

4. Count the number of errors that you find in the student paper below. Use the Norway dictation as a correction key.

Have you ever been the West coat of Norway? Here are mountins with her green  … rise out of the sea, nar arms of the sea reach to back the mountins. We call those nar arms of the sea reach to back the mountins. We call those nar arms fjords. If you see these fjords from the sky, they look like arms with long fingers. Some are many miles long. Water … into a fjords from water falls. There is a… land  along the fjords. Here we see small fish and beaches and sometimes a farm with beach.

Advantages of Dictation Tests

• They can measure general proficiency in English, including many of the integrative skills used in writing.
• They are easy to prepare.
• They can be scored with good consistency.
• They are much harder to cheat on than multiple-choice, completion, or cloze tests.

Limitations of Dictation Tests

• They are difficult to use for diagnostic purposes. They combine listening and writing.
• They are not usually helpful in measuring short-term progress.
• They are not as easy to correct as multiple-choice, completion, or cloze tests.

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion

To sum up I can say that as a result of my analysis (research) I arrived at a conclusion that to use different types of control in the lesson of Foreign Language help teachers to determine learners’ knowledge fully. I n the way of my research work was created methodological models of control that formulated communicative competence of English learners.

My research work is consisted in preface, first part: theoretical, second part: practical, conclusion and references. So in the preface I have mentioned the main purposes, actuality, object, feathers and problems of given theme. First is theoretical part that gives general description about control, control’s requirements, forms and their types.

In the second part I have written their types separately: controls in vocabulary, grammar, reading, writing, speaking, writing and dictation. Simultaneously, I have showed theirs’ usages and techniques in English lessons. Thus I could figure out their advantages and limitations, so by these peculiarities teachers can choose proper kinds of control for his/her learners’ level of language knowledge, mental ability and development, their age too. As an experiment some controls, especially dictation, I have used as a tool for checking pupils’ knowledge in my practice time. In this way I have noticed that only one type of control cannot help teachers to determine student’s level, that’s why teacher should demonstrate several kinds of control, such as tests in reading, speaking, listening, and writing tasks at English lessons.

 

 

 

 

 

 

 

 

 

 

 

Reference (Bibliography)

1. G.V Rogova “Methods of Teaching English”, 1983 year- 297-312 pages.
2. А. Н Щукин «Обучение иностранным языкам», 2006 year-  295-314 pages.
3. Penny Ur “A Course in Language Teaching”, 1991 year- 69,133,164 pages.
4. Jeremy Harmer “The practice of English language teaching”, 2001 years – 321-328 pages.
5. Ulla Connor; Robert B. Kaplan “Writing across languages”, 1987 years-88-105 pages
6. Harold S. Madsen “Techniques in Testing”, 1983 years- 3-8;113-119; 56-84;28-64 pages.
7. Магистерская диссертация: «Контроль и оценка уровня сформированности межкультурно-коммуникативной компетенции как инструмент управления процессом иноязычного образования в языковым вузе» С.Текжанова, 2013 г – 7-25 стр.
8. Рахимбекова Г.О., «Контроль сформированности коммуникативной компетенции студентов неязыкогог вуза»б Алматы 2005.
9. Брейгина М.Е. «О самоконтроля в обучении иностранному языку//Иностранных язык в школе- 2000.» - № 1,2,4.
10. Гальскова Н.Д., Никитенко З.И. Процесс обучения иностранным языкам в начальной школе.  М. 1994.
11. Кабардов М.  К.   Роль индивидуальных  различий   в   успешности   овладения    иностранным языком. М., 1983.
12. Алхазишвили А.А.. Основы овладения устной иностранной речью. -М., Просвещение, 1988.
13. Климентенко А.Д. Методы обучения иностранным языкам, в Сб. "Методы обучения в предметах гуманитарного цикла" Л., 1978, ч. III.
14. Амонашвили Ш.А. Психологические особенности усвоения второго языка школьниками, М.,1986.
15. Ариян М.А. УМК по английскому языку для 2 класса (2 год обучения). М. ,1993.
16.