ourse. Control tasks con foster learning, too, by their diagnostic characteristics : They confirm what each person has mastered, and they point up those language items needing further attention. Naturally, a better awareness of course objectives and personal language needs can help your students adjust their personal goals. For example, one person might note your strong control emphasis on oral comprehension, and he might also find that he had missed several vocabulary items on a recent test. One logical step would be for him to concentrate on the meaning of troublesome words, especially in a spoken context. Learning to spell them or recognize them in a printed context would become a second priority. So good English control tasks help students learn the language by requiring them to study hard, emphasizing course objectives, and showing them where they need to improve. Teachers who teach English as a Second or Foreign Language are generally expected to be accountable for the results of our instruction. The control tasks can help them answer the important question Have I been effective in my teaching? In other words, they can use them to diagnose efforts as well as those of for their students. Even As they record the test scores, they might well ask themselves the following questions: Are my lessons on the right level? Or am I aiming my instruction too low or high? What areas do we need more work on? Which points need reviewing? In addition, control tasks can provide insights into ways that we can improve the evaluation process itself: Were the test instructions clear? Was everyone able to finish in the allotted time? Did the test results reflect accurately how my students have been responding in class and in their assigned work? Controls, then, benefit students, teachers, and even administrators by confirming progress that has been made and showing how we can best redirect their future efforts. In addition, good tests can sustain or enhance class morale and aid learning.
. The requirements and forms of the control
goes without saying that control will be effective when it appropriates with requirements of didactic and methods of learning foreign languages. The main requirements in control, it might be objectivity, regularity, differentiated character and clarity and precision in the formulation of control tasks. So, objectivity in control, it means compliance monitoring of the results of training a certain standard contained in the list of requirements to the level of proficiency for different stages of learning profiles. Knowledge assumes of the criteria for assessing students for various activities, compliance with these criteria, minimize subjectivity in the evaluation of students. Objectivity in control provided by:
· Quantitative evaluation of performance. Here, the greatest objectivity achieved by taking into account the number of errors in the speech, estimate the rate of speech and a number of other performance indicators;
· Qualitative assessment of performance (completeness of disclosure topics compliance statements job skill adequately express their thoughts in a given speech situation and etc.). It is possible in the assessment activities of subjectivity of students and the teacher must be prepared to assess formulated choice in terms of the existing criteria.in control indicates that it has a systematic character. It is known that the intensity and duration of the students to memorize the acquired material depend on many frequency and regularity of controlaracter in control suggests requirements that followed below:
Forms of control should be appropriate with those aspects of language or type of that performance which is getting to be checked. Thus, the assessments of language knowledge, especially in speaking part will be checked by differentiated features, but source of controls are its own oral part. For dialogic objects of control might be to understand partner s speech and definite his/her communicative intention, furthermore adequately influence on partner s replication, ability to initiate a dialog (to ask questions, make offers, desires, wish and so on). So, for monologue speech the objects of control will be ability to create constrained text from various communicative directions (affirmative, e-mail, essay, composition, discussion). Mainly, it consists of that control from speech will be correctly checked in the process of oral communication.
Forms of control should be chosen depending on stage of teaching and student s individual-psychological peculiarities. This kind requirement reflects presence different levels of development.and precision formulation in control tasks usually define success in the process of control. Sometimes control tas...
