ELTWeekly Issue#73

#73, Susan Ryan’s Tip: Teaching English Pronunciation: The Importance of Syllable Stress

Post author:Tarun Patel
Post published:November 11, 2010
Post category:ELT Articles and Research Papers ELT Newsletter ELTWeekly Issue#73
Post comments:1 Comment

One of the most significant features of spoken English is its use of syllable stress. Syllable stress patterns create a speech rhythm that native English speakers use to identify words and make meaning.

Here is a true story that illustrates why stressing syllables correctly is so important.

Last August I was having lunch at a restaurant in Orlando, Florida. Seated at the table across from me were two Indian gentlemen. They were talking about the BP oil spill.

When speaking, the men were putting the stress on the B in BP instead of on the P as we do in spoken English. This pronunciation made the abbreviation BP sound like the word beepy meaning to make noise. I found myself thinking, “The beepy oil spill, why is it beeping? (more…)

#73, Research Paper: ‘The Relationship Between the Use of Portfolio Assessment and Students’ Improvement in Listening Comprehension’ by Majid Ghelichi

Post author:Tarun Patel
Post published:November 10, 2010
Post category:ELT Articles and Research Papers ELT Newsletter ELTWeekly Issue#73
Post comments:2 Comments

** This paper is submitted by Majid Ghelichi (MA. In TEFLE) of Iran University of Science and Technology.

Abstract

Much criticism of the traditional methods of assessment has been presented in the

literature along with convincing arguments in favor of a need for alternative methods of assessment. Therefore, the aim of this study was to investigate the effect of a new form of assessment called portfolio assessment on the improvement of listening comprehension of Iranian EFL university students. Two groups of freshmen students in Allameh Tabatabaee University served as the subjects of the study. They attended laboratory classes two days a week, two hours a day. One class served as the experimental group and the other class as the control group. The experimental group received the special treatment which was the use of portfolio assessment during a ten-week period, while no treatment was given to the control group. The control group was managed by the ordinary method of teaching and evaluation. At the end of the experiment a test of listening comprehension was administered to both groups. The experimental group performed significantly better than the control group. The results of the study showed that portfolio assessment had a positive effect on improving listening comprehension of the experimental group who were exposed to this method of assessment.

Key words: Portfolio Assessment, Listening Comprehension Improvement, Conference Sessions, Portfolio, Learner Reflection, Learner Involvement, Critical Thinking, Self-Evaluation, Self-Monitoring (more…)