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| E8 English Literature Students Level eight Forum |
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أدوات الموضوع |
2013- 5- 11
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#241 |
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مشرف قسم اللغة الإنجليزية سابقاً
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
المحاضرة الخامسة
The beginnings of a CALL checklist follow, inspired mainly by Odell 1986 ‘EvaluaAng CALL software’ ================ Chapelle 2001 ch3, from an SLA perspecAve ===== Some suggest evaluation should have these two stages - External: Relevance to particular needs of particular learners (e.g. specific level, ESP, syllabus). Internal: quality of the work per se in meeting its declared specification/ aims ============= انتهت الخامسة الاسئلة zhz للمحاضرة lecture 5 31- every single a checklist ……….. include all the possible criteria a- can b- can not c- none of them 32- you can add to a checklist whatever you see suitable and reasonable to be added a- true b- false 33- Evaluation can be defined as a- Using an application for learning purposes b- Deciding on the fitness of something to certain purposes c- none of them 34- CALL software can be defined as a- Any potential software usable by language learners in connection with learning b- Any software available in the market accessible to all c- Any multimedia software that is free or shareware |
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2013- 5- 11
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#242 |
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أكـاديـمـي فـعّـال
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
امين
رائعيييييييييييييييييييييييييييييييييييييييييين 
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2013- 5- 11
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#243 |
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مشرف قسم اللغة الإنجليزية سابقاً
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
المحاضرة السادسة
بالمحاضرة الثانية اخذنا عاملين والحين راح يتم شرحهم بهاذي المحاضرة Chapelle's criteria: language learning potential, and learner fit. =============== Language Learning Potential Chapelle (2001) describes this criterion as the degree of 'beneficial' focus on form that the so@ware provides to its learners Chapelle (1998) also argues that if the input has been made salient it will help with language learning============= ===== UUEG focuses : intensively on the forms of the perfect tense ========== It promotes input saliency by highlighting these forms and writing them in italicized, bold letters============== Chapelle (2001) and Skehan (1998 in Chapelle 2001) suggest some condiAons which might characterise a task that draws learners' attention to the form. I will focus on two of them – namely, ‘modified interaction’ and ‘modified input’. ========================= that when using UUEG an interactional modification between the learners and the computer is to be expected, ============== students are shown the hyperlinked words. These students were expected to obtain help by clicking on each word to get its meaning. ====== Modified output Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them to shift to 'a syntactic mode' that aids in internalizing the new form ================ In UUEG, the feedback is very appropriate and one of the potential strengths of the software====================== Chapelle (1998) also argues that learners should be given the chance to correct their errors ==================== Learner fit In Chapelle's descrip?on (2001), learner fit takes account of both the language level and its learners’ characteris?cs. ================= انتهت المحاضرة السادسة والاسئلة zhz للمحاضرة lecture 6 35- beneficial focus on form : mean ….. a- the software let you focus on the form of the language benefit from that focus and you start produce b-- the software let you focus on the program c- none of them 36- Chapelle (1998) also argues that if the input has been made ………………… it will help with language learning. a- unclear b- salient c- none of them 37- Chapelle likes to relate Call evaluation to……. a- SLA b- FLA c-TLA 38- UUEG focuses intensively on the forms of the perfect tense. It promotes input saliency by ……….. a- highlighting these forms b- writing them in italicized c- highlighting these forms and writing them in italicized, bold letters 39- There is different ways to enhance output for example by color, animation, picture. a- true b- false a- modified input b- modified interaction c- modified interaction’ and ‘modified input’ 41- in the speaking task the students are asked to log into the chat rooms to compare their pronunciations (after they have compared their recordings with those of the model) author expected ……………………… to take placea- an interactional modification b- an input modification c- none of them 42- Chapelle argues that CALL software should have the ability to let students 'notice' their errors as this would help them to shift to 'a syntactic mode' that aids in internalizing the new form. a- true b- false 43- In UUEG,the …………………. is very appropriate and one of the potential strengths of the software a- planning b- feedback c- none of them 44- Chapelle (1998) also argues that learners should be given the chance to correct their errors a- true b- false 45- in the demo version of program there is no ………. a- information about program b- orientation' page c- none of them |
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2013- 5- 11
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#244 |
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أكـاديـمـي ذهـبـي
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
الله يهون عليكم يوم الحساب
كما هونتوا علينا هذه المادة ولو فقط بالكلام اللي يشجع الواحد للمتابعة سلمت الأيادي أخي جرح والأخت لاتحزني والبقية بدون حصر اسماء لهم مني أجمل تحية |
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2013- 5- 11
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#245 |
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مشرف قسم اللغة الإنجليزية سابقاً
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
المحاضرة السابعه مآفيها شي من وجهه نظري
المحاضرة الثامنه الاخت لاتحزني شرحتها الله يجزاها الف خير وهاذي الاسئلة للمحاضرة الثامنة zhz lecture 8 a- word b- google c- corpus 47- one of the biggest evidence of corpus….. a- google b- windows c- word 48- we use corpus by teachers and learners to …… a- aid language learning b- help describe language, and test theories c- none of them 49- we use corpus by linguists to ………… a- aid language learning b- help describe language, and test theories c- none of them 50- To perform any electronic corpus-based task directly you need two things…… a-a corpus and a search engine b-a corpus and a windows c- none of them 51- some of CORPORA users try to find out how words are actually used, and how often, and improve dictionary entries. a- Descriptive grammarians b- Dictionary makers c- Stylisticians 52- some of CORPORA users try to improve their descriptions to fit the facts of actual use of constructions a- Descriptive grammarians b- Dictionary makers c- Stylisticians 53- some of CORPORA users try to see what differences there are in how frequently different authors use certain words a- Descriptive grammarians b- Dictionary makers c- Stylisticians 54- some of CORPORA users try to see how frequent certain constructions are in conversation a- Computational linguists b- Language learning researchers c- Sociolinguists 55- some of CORPORA users try to see if their grammatical parsing programs will work on naturally occurring language. a- Computational linguists b- Language learning researchers c- Sociolinguists 56- some of CORPORA users try to see how often learners with a particular L1 get something wrong a- Computational linguists b- Language learning researchers c- Sociolinguists 57- some of CORPORA users try to see how often the passive really occurs in academic English a- Writers of teaching syllabuses b- Writers of teaching course materials c- Dictionary makers 58- some of CORPORA users try to incorporate authentic examples into their material a- Writers of teaching syllabuses b- Writers of teaching course materials c- Dictionary makers |
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التعديل الأخير تم بواسطة جرح سيهات ; 2013- 5- 11 الساعة 01:43 PM |
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2013- 5- 11
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#246 |
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أكـاديـمـي مـشـارك
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
التاسعه ..
التاسعه : مسائل تتعلق بالكوربس .. العباره لسينكلير : Let the data speak for itself? العباره لشومسكي : I-language versus E-language العباره لويدوسون : Missing context, intention, ‘ethnographic’ information. Third person not 1st person view .................................................. .................................................. ....... من عيوب او نقاط الضعف في الكوربس :لايمكن للكوربوس ان تظهر مالن يحدث او اللذي ممكن ان يحدث : Corpus can't show what doesn't occur, or all that can occur .................................................. .................................................. ......... Introspection may be surprised by what does occur .................................................. .................................................. .......... من عيوب الكوربورا انها لاتستطيع تغطية جميع جوانب اللغه ومجالاتها . Areas of language that corpora don’t illumine .................................................. .................................................. ............ من الاسئله المتعلقه بالكوربس ماهو الحجم المفترض له ..؟؟ Size of corpus and individual word frequency. How big should it be? .................................................. .................................................. ........... مكلف نوعا ما احيانا الحصول على الكوربوس , Cost effectiveness - more running words doesn't give more different words proportionally .................................................. .................................................. ........... احيانا ممكن ان تحتاج الى 10-20 ساعه للاطلاع الى 2000 كلمه 10-20 hours to process 2000 words of speech (prosodic tagging) .................................................. .................................................. ............ لايعني كثافة السكان انه من الضروري ان يكون هناك ايضا تضخم وكثافه في الكوربوس . Just because a population is vast does not mean samples have to be vast to be representative, as some think… Depends on feature of interest and variability. Word frequency problem .................................................. .................................................. ................. هل الكوربورا جامد ام من الممكن التعامل معه بالاضافه والتعديل عليه .. Static or dynamic (monitor) corpora? .................................................. .................................................. .............. Sampling and how to be representative e.g. of general English? Any collection of texts is not a useful (principled) corpus. Problems… .................................................. .................................................. ............... |
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2013- 5- 11
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#247 |
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أكـاديـمـي ألـمـاسـي
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
+
sla = second language acquisition ذكرها بالمحاضرة وقال اذا ماتعرفونها مصيبة 
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2013- 5- 11
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#248 |
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مشرف قسم اللغة الإنجليزية سابقاً
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
بمجرد لاتحزني تكمل شرح التاسعه راح انتظر وانزل الاسئلة لها شرح ممتع تم الانتهاء من 85% من شرح المقر ر والمتبقي جدا بسيط وقليل
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2013- 5- 11
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#249 | |
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أكـاديـمـي ذهـبـي
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
اقتباس:
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2013- 5- 11
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#250 |
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أكـاديـمـي ذهـبـي
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رد: مرآجعة مقرر اللغه وتقنية آلمعلومآت قبل الأختبار :: هـنـآآ ::
ي لبيييييييييييييييييييييييييييييييييييييييييييييييه
آتعب وآقول تجججنننوون آلله يعطيكم آلعآفييييه وربي كنت ششآيله همهآآ بمآ آن عندي مآدتين   وآلحين بطبع الي كتبتوه وآذآكره بين الفترتييين  آللهم لك آلحمد صصحبه رآئعييييييييييييييييييييييييييييييييييين  مدري وش اقول كلمآت الششكر مآتوفيكم جرح و لآتحزني وكل من سآهم بمعلومه ممممره شششششكرآ   < دموع الفرح  ربي لا يضيع تعبنآ وعقبآل الفل مآرك للككككككل 
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| مواقع النشر (المفضلة) |
| الذين يشاهدون محتوى الموضوع الآن : 1 ( الأعضاء 0 والزوار 1) | |
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المواضيع المتشابهه
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| الموضوع | كاتب الموضوع | المنتدى | مشاركات | آخر مشاركة |
| ♥ ,,جميع حلول ( الوآجــبــآآت و المــنــآآقشآآآت ) م 3 ,,♥ تمت جميعهآ | جنون الحياه | إدارة أعمال 3 | 25 | 2013- 5- 2 04:08 AM |
