۩۞۩ ... اللغويات التطبيقيه ...۩۞۩

[ام حاتم427]

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السلام عليكم ورحمة الله وبركاته
اسعدالله صباحكم /مسائكم بكل خير
:love080::love080::love080:


المقرر:لغويات تطبيقيه

استاذ المقرر:Dr. Ahmad Alsagoafi


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ستجدون هنا باذن الله كل مايخص الماده..



بسم الله نبداء..






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الملخصات في المرفقات


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ملخص بيسان غير مترجم

ملخص نهر العطاء مترجم اسود
ملخص نهر العطاء مترجم ملون




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المحاضرات تجدونها هنا
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7403354



https://echo.kfu.edu.sa:8443/ess/por...-13b1a15268bc/ (https://echo.kfu.edu.sa:8443/ess/portal/section/a087713e-3a3c-4fc5-86de-13b1a15268bc/)








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الواجبات
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الواجب الاول
هنا
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الواجب الثاني
هنا
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الواجب الثالث




1) ………………… depends on the people who mark the tests–the scorers.



c- Reliability


2) We can avoid subjectivity by……………………..
a- training scorers







3) If food item is described as either ‘90% fat-free’ or ‘10% fat’ this is an example related to…………………
c- Critical Discourse Analysis



4) Saying ‘Genetic modification is a powerful technique’ rather than ‘Researchers who modify genes have a great deal of power’ is an example of ………………………….
b- Passivization












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[ام حاتم427]

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المناقشات


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المناقشه الاولى


Applied linguistics and teaching approaches

A –i first language education, when a child studies their home language or languages
B – additional language education, often divided into second language education, when
someone studies their society’s majority or official language their home language, and
foreign language education when someone studies the language of another country.
C – clinical linguistics Is the study and treatment of speech and communication
impairments , Whether hereditary, developmental, or acquired (through injury, stroke,
illness, or age)
D-language testing is the assessment and evaluation of language achievements and
proficiency, Both in first and additional languages, and for both General and specific
purposes

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المناقشه الثانيه

Teaching approaches

the teaching of modern foreign
languages was influenced by the dead classical languages, Latin and ancient Greek.
Modern language learning, it was assumed, brought students into contact with great
national civilizations and their literature's
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المناقشه الثالثه

Error Analysis theory

Teachers and materials designers were urged to identify things learners need to do with the language (i.e. conduct a needs analysis)

and simulate these in the classroom

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المناقشه الرابعه

Interlanguage theory

learning would take place without explanation or grading , and without correction of errors,
but simply by exposure to meaningful input
it was believed that neither explicit instruction nor conscious learning had any effect
its view os SLA was derived directly from mainstream linguistics research into
child first language
acquisition

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المناقشه الخامسه

Acquisition and learning are used in producing language
Acquired competence (subconscious knowledge) allows the learner to produce utterances while learned language (conscious language) serves as a monitor. The monitor allows correction of the ianguage


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المناقشه السادسه

Krashen's Monitor Model

This has come from theoretical linguistics in the work of Noam Chomsky . His idea is that the human capacity for language , as illustrated by a child's acquisition of the language around them, is not the product of general intelligence or learning ability , but an innate , genetically determined feature of the human species


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المناقشه السابعه

Krashen's view of classroom language learning and teaching

the author illustrates how and under what conditions the immigrant women in her studyt created, responded to, and sometimes resisted opportunities to speak English. Drawing on her data analysis as well as her reading in social theory, the author argues that current conceptions of the individual in SLA theory need to be reconceptualized, and she draws on the poststructuralist conception of social identity as multiple, a site of struggle, and subject to change to explain the findings from her study. Further, she argues for a conception of investment rather than motivation to capture the complex relationship of language learners to the target language and their sometimes ambivalent desire to speak it. The notion of investment conceives of the language learner, not as a historical and unidimensional, but as having a complex social history and multiple desires. The article includes a discussion of the implications of the study for classroom teaching and current theories of communicative competence

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المناقشه الثامنه

Personality Factors

1- The affective domain

2- Self-esteem

3- Inhibition

4- Risk-taking

5- Anxiety

6- Empathy

7- Extroversion & introversion

8- Language aptitude

9- Motivation
– Age


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المناقشه التاسعه

Teaching receptive skills

How we read and Listen

Reasons for Reading and Listening

1- Instrumental

2- Pleasurable

Top-down and Bottom-up

Different Skills

1- Identifying the topic

2- Predicting and guessing

3- Reading and listening for general understanding (SKIMMING) :

4- Reading and listening for specific information (SCANNING) :

5- Reading and listening for detailed information

6- Interpreting text

Problems and Solutions

1- Language

Solutions

a- One way of helping students is to pre-teach vocabulary that is in the reading or listening text.

b- Extensive reading and listening: This suggests reading and listening at length, often for pleasure and in a leisurely way. Extensive reading and listening take place when students are in their own.

c- Authenticity: Authentic material is language where no concessions are made to foreign speakers. It is normal, natural language used by native speakers of a language.

2- Topic and genre

3- Comprehension tasks

4- Negative expectation


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المناقشه العاشره

Teaching Productive Skills

- In order for communication to be successful, we have to structure our discourse in such a way that it will be understood by our listeners or readers.

- Coherent writing makes sense because you can follow the sequence of ideas and points.

- When people with similar cultural and linguistic backgrounds get together, they speak to each other easily because they know the rules of conversation in their language and their shared culture.

- When they write to each other, they obey certain conventions.

- Such rules and conventions are not written down anywhere, nor are they easy to define. But at some cultural level, our schemata help us to communicate with each other successfully.

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المناقشه الحاديه عشر

Syllabuses

Writers and course designers have to take a number of issues into account when designing their materials. Once they have a clear idea of how their theories and beliefs about learning can be translated into appropriate activities, they will have to think about what topics to include.

- This will be based on perceptions of what students find engaging, what research shows in this area, and on the potential for interesting exploitation of the topics they might select.

- It will also be necessary to consider what kind of culture the material should reflect or encourage, and to ensure some kind of appropriate balance in terms of gender and the representation of different groups in society, racial, ethnic, and socioeconomic.

- Writers and course designers also have to decide what language varieties they wish to focus on or have represented, and they need to adopt a position on how authentic the language should be, especially at beginner levels.

- Once these decisions have been taken, coursebooks writers and language program designers can then turn their attention to the central organizing strand of their materials, namely the syllabus.

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المناقشه الثانيه عشر





Planning Lessons

- Lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognize, work within, and react to --- whatever metaphor teachers may use to visualize and create that identity.

- Plans, which help teachers identify aims and anticipate potential problems, are proposals for action rather than scripts to be followed slavishly, whether they are detailed documents or scribbled notes

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المناقشه الثالثه عشر


Testing

Placement test

Diagnostic tests

Progress or achievement tests

Proficiency tests

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المناقشه الرابعه عشر



Testing

1) Types of Test Items

Multiple-choice items

Short-answer Objective items

Communication items

2) General Testing Terminology

Test and Quiz

Objective and subjective test items

Speed and power tests

Formative and summative evaluation

Norm-referenced and criterion-referenced tests


















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[ام حاتم427]

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اسئلة الاعوام السابقه
+
الملفات المهمه


في المرفقات




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[ام حاتم427]

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مجالس المذاكره
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الدفعه السابقه
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دفعة نهر العطاء
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انطباع الطلاب على الاختبار

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الدفعه السابقه
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دفعة نهر العطاء
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ملاحظه مهمه من فيينا
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[ام حاتم427]

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الكويزات
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كويزات على المحاضرات
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كويز اختبار الفصل الثاني 1436
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كويز مراجعه 30 سؤال

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تم بحمد الله





:rose::rose::rose:
اللهم صل وسلم على سيدنا محمد وعلى اله وصحبه اجمعين

[{تهاويل}]

شكراً على عمل ملف للمقرر
الله ييقويك

[ام حاتم427]

شكراً على عمل ملف للمقرر
الله ييقويك

العفو مشرفنا ..:16.jpg:

[زهرآء]

يعطيك العافية

تسلم أيدك

:icon1::icon19::icon1:

1&2 كتابة خايفة تروح الصور:verycute:


الواجب الأول

1) Language planning is the making of decisions, often supported by legislation, about the official status of……..and their institutional use, including their use in education.
a- languages
b- literature
c- people
d- letters

2) …………is bound to represent an abstract idealization of language rather than the way it is experienced in the real world.
a- Linguistics
b- Applied Linguistics
c- Sociolinguistics
d- Psycholinguistics

3) The way into the new language in the……..was always through the student's own first language.
a- Natural Language Learning
b- Grammar TranslationApproach
c- Direct Method
d- Communicative Method


.
الواجب الثاني

1) ……..means that when we speak we do not only communicate through words.
a- paralanguage
b- genre
c- pragmatics
d- Linguistics

2) Proficiency tests, diagnostic tests, placement tests,achievement tests, and language aptitude tests are examples of tests which
a- purposes
b- orientation and the way to test
c- score interpretation
d- response

3) Multiple-choice tests. true or false test, matching and problem based questions are examples of……
a- Objective tests
b- Subjective tests
c- Language Aptitude tests
d- Speed tests

[منصور العبدالله]

ام حاتم


كلمة شكرا ما توفيك حقك


فالله يرزق الجنه انتي ومن تحبين

[منصور العبدالله]

روابط المجالس + الانطباعات + الكويزات


مو شغاله

[ام حاتم427]

ام حاتم


كلمة شكرا ما توفيك حقك


فالله يرزق الجنه انتي ومن تحبين


امين وياك ..الله يجزاك خيراخوي
روابط المجالس + الانطباعات + الكويزات


مو شغاله



في هالمسئله ما اقدر افيدكم ..


لان انا دوري انتهى كذا وابتداء دور مشرفنا:16.jpg:


وماراح يقصر ان شاء الله..

[أم رغد 2012]

شغل تمام التمام كعادتك اللي عودتينا عليها :d5:

مواضيع ملفاتك المهمة مرجع أساسي في المذاكرة


تستحقين أوسمة التميز في كل مستوى عيوني :16.jpg:



جزاك الله خير و جعله في ميزان حسناتك ... و وفقك الله في الدارين




:004:

[ام حاتم427]

تسلمين ام رغد:rose::rose::rose:

[eiman_design]

مو غريب الإبداع عليك ..
.
الف شكر ام حاتم .. جزاك الله خير

[Hinnd]

السلام عليكم
الروابط لاتعمل مثل الكويزات ومجالس المذاكرة
كيف اشغلها وجزاكم الله كل خير

[alialali]

الله يجزاكم خير جميعا وبالتوفيق للجميع

[alialali]

الله يجزاكم خير جميعا وبالتوفيق للجميع