yevropa til portfeli (elp) pedagogik qo‘llanmasi

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term work theme: using a language portfolio as an effective mean of reflection in the process of teaching a foreign language at various stages prepared by : mansurov ibrohim checked by : plan: plan: introduction………………………………….…3 chapter ii……………………………………...…..5 1.1 definition of language portfolio………………..…5 1.2 purposes and goals of language portfolio………..15 chapter ii………………………………………….23 2.1 the language portfolio for young learners …. ….23 2.2 level b2 and c1 according to the european language portfolio ……………………………………25 conclusion………………………………………32 references……………………………………….34 introduction 3 the approach to english foreign language acquisition in german schools has significantly changed in the last decade. today, students no longer start to learn english in grade five, but begin with the very basics in primary school. in most states, english as a foreign language is introduced in grade three - some states have gone even further and start teaching english in the first grade, e.g. north rhine- westphalia. besides these changes, a major …

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them to see their own learning progress over the years. one of the major goals of the portfolio is to rise learners’ motivation and interest in language learning. research over many years has shown that motivation plays a great role when it comes to foreign language learning and learning in general. therefore, it is certain that motivation has significant influence on a person’s success or failure in language learning. the portfolio might by the key to the problem of creating, fostering, and maintaining language learners’ motivation over a period of time that exceeds childhood and adolescence. this term paper is concerned with the question in how far the portfolio contributes to increased intrinsic motivation for foreign language learning, and to what extent this is connected to the issue of self-assessment and learner autonomy in the efl classroom. it will commence by introducing the concept of the language portfolio. in the …

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ing in the school. this is not just a matter of increasing the scale of implementation. according to the “european language portfolio (elp) – principles and guidelines” (council of europe 2011), the elp is designed to support the development of learner autonomy, foster intercultural awareness, and promote plurilingualism. whereas the first and to a limited degree the second of these objectives can be achieved by a single teacher working on his or her own, achieving the third objective is a matter for whole-school policy and practice. this guide is intended for teachers, teacher trainers and teachers in training who are interested in familiarizing themselves with the european language portfolio (elp) and exploring its pedagogical function. the guide is designed as a support for formal courses that focus on the elp but also as a handbook for individual teachers who are using the elp in their classroom. it is our belief …

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tampere, soest, enschede, budapest, radovljica, and sèvres. we take this opportunity to express our gratitude to the organizers of the seminars and the many colleagues who have made them such stimulating events. chapter i definition of the language portfolio ### the language portfolio is a space in which you, the student, can record the process and progress of your language learning experiences, a place which focuses on your language journey. the portfolio for leaving certificate lithuanian, polish and portuguese is developed over two years (fifth and sixth year). you may use your language portfolio to regularly describe your language learning goals, to record what you observe about the language and to reflect on your progress and on the cultures of the target language country/countries and communities. you might also describe the steps you must take to make further progress as a language learner and a language user. the language portfolio …

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ith the foreign languages, e.g. holiday trips to other countries. sprachenbiographie gives a detailed overview of the different abilities a student has achieved so far in the respective foreign language. this part of the portfolio offers students the chance to find out about their weaknesses and strengths when communicating in the foreign language. the third part, schatztruhe, functions as a collection of various materials that prove the students’ language proficiency to some extent. in this part of the portfolio, it is up to the individual owner what he or she considers precious enough to put in the schatztruhe. letters, stories, photos, audio cassettes and other materials could be collected in this part of the portfolio in order to certify the level of proficiency. 3 in todays efl classroom in primary schools, the portfolio seems to be quite attractive, as there are a number of portfolio by now that adapted the …

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term work theme: using a language portfolio as an effective mean of reflection in the process of teaching a foreign language at various stages prepared by : mansurov ibrohim checked by : plan: plan: introduction………………………………….…3 chapter ii……………………………………...…..5 1.1 definition of language portfolio………………..…5 1.2 purposes and goals of language portfolio………..15 chapter ii………………………………………….23 2.1 the language portfolio for young learners …. ….23 2.2 level b2 and c1 according to the european language portfolio ……………………………………25 conclusion………………………………………32 references……………………………………….34 introduction 3 the approach to english foreign language acquisition in german schools has significantly changed in the last decade. today, students no longer start to learn english in grade five, but begin with the ver...

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