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    • #2737
      admin adminadmin


      I quite liked Widdowson’s quote about proficiency. It certainly is thought-provoking, as I’d never seen it in the way he describes it. When one says “proficiency” what normally comes to mind is sounding like a “native” speaker, and proficiency tests like TOEFL, Cambridge etc. that measure your level of language use and put a label on it. While these are important as they are used for university and employment purposes, I don’t think that they should dictate how well someone can use the language. Like the course said, passing these tests makes one a good test taker but not necessarily an efficient language user, communicator. These follow certain strategies that a test taker can learn to apply, but are quite rigid and do not allow for any creative use of language. I agree that when a speaker takes hold of the language they are using and confidently uses it for successful communication, then they can consider themselves proficient, why not? When you “submit to the dictates of its form” you cannot help but monitor your accuracy and I think that with that you lose fluency and perhaps communicate less effectively than you truly are able to. “Native” speakers hardly speak with 100% grammatical accuracy (as expected from a standard-English perspective), so asking this of an L2 speaker seems rather ridiculous.

      English inside and outside the classroom

      In terms of in-class activities that might be adapted to the way learners learn outside the classroom, I think it would be helpful to bring the outside inside the classroom. Some ways might be: creating blog posts and actively responding to classmates’ posts as they would in their daily life; watching TED talks from varied speakers of English both as L1 and L2 (already heavily practiced) — I have heard many times that it was hard for learners to understand what the speaker was saying because he/she had a British and not an American accent — and using them effectively in class; reading from actual newspapers etc.; using corpora to access authentic speech from different varieties of English; giving learners the opportunity to step out in the real world during class and use the language; listen to different types of music and discussing its message and thus the language it uses; watch TV show episodes with focus on vocabulary.

      Would love to hear more ideas and/or comments.

      To view past replies go to: https://changingenglishes.proboards.com/thread/19/unit-3-reflections

      • This topic was modified 7 months, 2 weeks ago by admin adminadmin.
    • #3268
      Sahar AmerSahar Amer

      Let’s have a look first at what proficiency is and how it is measured. Here in Saudi Arabia, it’s measured by the ability to communicate effectively in English and pass a standardized exam. Is it looked upon in the same way in all countries? I don’t think so

    • #3273

      Good speakers of English should have the ability to communicate with native speakers easily . They must understand that practice makes perfect .using English daily gives you an opportunity to master it and widens your mind and knowledge.

    • #3416

      Proficiency tests are designed to measure the test taker level of proficiency . Even the native speakers take the test , Ielts to measure their levels . Some people believe that the score you get depends on many factors like stress management , time management self confidence , culture and proficiency . I had the test one day and it has helped me a lot to grow professionally and to improve myself.
      Students are advised to use English inside and outside the classroom . Inside the classroom, they are encouraged to communicate in English with the classmates . They must use the language in real life situations. They should play a fundamental part during the English course to master the target language
      Outside the classroom , they should use the social media to communicate their native speakers of English . They are advised to make the best use of their free time to learn English better.

    • #3745

      Proficiency: I don’t believe it can be solely and reliably tested with exams such as IELTS. As previously mentioned, if you know the tricks, you’ll get a decent score.

      In my opinion, fluency plays a massive role in how language proficiency is perceived in real life. In the classroom, as outside, I’ve noticed that those who are natural and confident speakers (but not accurate) are perceived as more fluent than those who are accurate but less confident/natural.

    • #4167

      English varies in whichever contexts or purposes we use it. Fluency and accuracy are both important.

      Widdowson emphasized that we own our own English and it makes sense every single time since we are communicators of our language regardless of any rule.

    • #4372

      Though we say in forums ‘ we own our own English as Ayman says in a previous comment, proficiency tests are designed to test taker level of proficiency checking the extent to which standard has been established in learning L2. Mat be what we teach in class differs with what they really encounter in their real life situations or sometimes both classroom and other L2 sources coincide to make their own variety of English enriched with the culture, religion and other affective factors.

    • #4579
      Dauda PikawiDauda Pikawi

      I can’t agree less with your acceptance of the concept of ‘proficiency’ by Widdowson. It is your expressive ability that determines your proficiency not adherence to some kind of precriptive rules.
      I also believe that the outside class use of the language should be brought to the class as well. It reduces the stiffness of the learning. We can expose learners to different context of usage rather than the monolithic stiffness.

    • #4581
      Dauda PikawiDauda Pikawi

      I believe that the outside class should be brought into the classroom, this reduces the stiffness that monolithic concept encourages. If the learning is made flexible, and use of the language as well without some precriptive rules.

    • #4763

      I spend my days at work rating what constitutes “operational proficiency” level of language use, and I realize some of the other non-native users of the language I encounter every day are functioning in the language with much greater ease and certainly more purpose as their livelihoods depend on it.

      I do ask my students (particularly those that interact with the locals more) to note the different types of usage, and the proficiency with which the different types of locals use the language.

    • #4765

      According to my opinion, as a teacher when I teach English for my students, there are two prominent things that I need to consider. The very first thing is, teach students English language and make them competent in all four language skills including Speaking, Writing, Listening and Reading. When I build up their proficiency, I can relate the authentic situations, daily routine patterns with the activities. So, here are some suggestions.
      For the primary level students;
      Teacher can teach students with basic good habits in the classroom, for that teacher can be creative and make a sample bathroom using plaster of paris or on a whistle board.

      For the secondary level students;
      Teacher can teach students with typical conversation patterns like conversations happened at a market, post-office, hospital, bank, and etc

      For the tertiary level students;
      Teacher can teach students with email writing, letter writing, how to create a poster and etc.

    • #5230

      The context is important to learn in the classroom and outside of the classroom, they need to put into practice these parts of the language. Schools need to create an environment to continue practicing English and put in practice the context.

    • #5252

      Sometimes the presence of a proficiency certificate does not show the real picture of English language skills.

    • #5283

      Communicating at a nativesque level is pivotal

    • #5317

      ● what ‘proficiency’ means, given that learners inevitably construct their own English;
      I think what we usually give our learners is the knowledge of learning the language structures which helps them to clarify the rules of English, but what we consider less and practically we don’t spend enough time in constructing the new themes and situations in which they can use their input to see their own output and to feel like they are living and experiencing something that at the time comes naturally whenever they want to speak or write in different situations. Besides, if they are lucky enough to get a chance to practice what they have learned is almost 5% in our country. So that’s why they usually don’t become effective and proficient users of the language even after several years of passing courses in academies and institutions. Thus considering these facts, what proficiency means, outside of the class, they have almost no opportunity of using their English, rather they are mostly the recipients of it, like watching movies, reading stories, listening to music, searching in social media to exchange some ideas to some extent. So as I have learned from this course and is very interesting is being a learner actually defines us as being a user from the beginning to the end since language learning is a skill and should be developed over time through consistent practice and using it.

    • #5333

      To me proficiency means the following idea: expressing yourself 100%-ly, understand everything 100%-ly, getting familiar with the major accents and dialect of the language and adjust to it if needed.
      I have developed my English to a level even natives think I am one of them.
      When I talk to, for instance, a native British lad or lass, they instantly ask me: ‘You from Yorkshire?’.
      And I always have to ‘let ’em down’ by stating ‘Nae, Hungarian, me, born and bred, eh.’
      Than they tend not to believe me… 🙁

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