Testing and Assessment in ELT Essay Example for Free

Testing and Assessment in ELT EssayThe notion that nomenclature tests have a damaging effect upon nurture is reflected in much contemporary academic and media establish criticism and speculation. This can be seen in relation to the import of the language macrocosm learned and the genial context deemed crucial to understanding and developing language use. This is primarily because unlike many of the other educational disciplines, language is a cornerstone study as it is used in every study and forms the basis for in all shared intellectual knowledge. That is to say, that every study uses the convention and medium of language as a basis for its knowledge.Furthermore, it is comparatively ambiguous in nature as it relates to the everyday emergence of the electric shaver and every stage of learning. It includes the very communicative and social humans of the individual and is used in thought itself. Other studies can be subsequently seen as having their own particular forms of language, which break from the socialised identity of the child in some respect. For instance, a studier of biology need not use the terms, words and knowledge they have come to learn in everyday life. overdue to this, learning such technical forms of knowledge can be seen as something of a distinct formal language used for education. However, in the study of side of meat language this is not possible as it incorporates the very understanding of language itself along with the identity of the child or learner. It is due to this that concerns have grown regarding the formalise testing of English. And it also due to this that we can agree with Hughes contention that such testing has a harmful effect on teaching and learning and fails to prevention accurately whatever it is that they are intended to measure.Essentially, they do not measure the relevant foundational and social knowledge that forms an understanding of language itself. Subsequently, in this assignment we provide be looking at some of the relative concerns in English tests and putting forward some of the theoretical and practical alternatives proposed and practised by educational theorists and researchers alike before presenting our conclusion. With this in mind, we shall turn to the role of the class populate environment in the teaching of English language.The Role of the Class Room surroundings The main concern related to the study and teaching of English language is regarding the concept of input. Input generally refers to the exposure that the learners have had with the authentic language being used and taught. It is input that constitutes the main focus of the English language class and the development of English related knowledge and development. This insight is used primarily as an entry point into the study of language and acts as the catalyst for any of the various topics being covered.Input can come from a range of different sources. This includes the teacher. However, this also in cludes the learners as well as the learning environment itself. As a technical term, input is relative to intake, which refers to the intellectual absorbing and internalising of the input based upon the subsequent topic and discussion. This therefore relates to the process of word and knowledge acquisition. Knowledge and language acquisition theories emphasise the importance of comprehensible and relative input.This is essentially language that is just beyond the competence of the learner and just outside of their field of internalised knowledge. This is generally referred to as being outside of the zone of proximal development meaning outside of the learners own experienced and intellectually internalised expression of conceptual knowledge. However, if the input were too far outside of the zone of proximal development then the learner would not be able to understand. Contrastingly, if it were inside the zone of the proximal development then the learner would find this unnecessary or peradventure conflicting knowledge.However, with it being outside of the zone of proximal development then the learner can relate this new information to their already established structure of knowledge and build upon it to see how the new intellectual stimuli, information or language relates. Ultimately, this provides the ideal conditions for acquisition to occur. Further, this is reflected by the research of Lambert who states that Learners are further to construct and produce knowledge in meaningful ways through the acknowledgment of prior experiences. Generative learning environments promote deep, engaged learning (Lambert 2003).This all means that the classroom environment is crucial to the teaching of English and the information input into this environment must be at an intellectual level at which the individual can begin to build from their own knowledge. However, this is also integral to the group, as in accordance to acquisition theory the group must be able to communi cate and exchange their understanding within the classroom. This means that a focus is imperative to the class room environment and that the tasks are hugely all important(p) for the social learning dynamic.Essentially, if there is little communication between learners, then the intellectual development and needs of the group will be at betting odds and many of the children will be left behind as others excel. Although the case can be made for variances in intelligence and intellectual ability, such a difference made by an unequal environment and focus is artificial and would cause a discrepancy in either the focus or the input. Essentially, the difference in intellectual capacity and acquired knowledge would be due to lack of awareness rather than higher abilities of certain individuals.By keeping the class room environment an equally focused group made to share and exchange different knowledge and insights regarding a specific topic, the group can then depart a mutually orienta ted group focused upon a shared goal. This also shows the importance and significance of the childrens identity, as without recognition of an individuals identity and experiences within the social dynamics of the teaching environment the child may not be able to relate, understand and/or develop.