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Managing Your Language Learning Program
 
by Carol J. Orwig
 

Complete Table of Contents

Summary

This book gives extensive information on how to manage your own language learning program. It advises you on how to set goals, to make plans, to monitor the learning process, to evaluate progress, and to identify and solve language learning problems. The information in this book gives you detailed information that can help you be a self-directed language learner.

How to manage your language learning program

How to set your language learning goals
Making a strategic plan for language learning
How to analyze the situation
Choosing a language learning approach
Deciding on a strategy for structured language learning
Deciding on a language school
Choosing language materials for independent study
Drawing up guidelines for hiring and working with a tutor
Deciding on strategies for informal language practice
How to design a language and culture learning program
Setting instructional objectives
How to do a Needs Analysis
Choosing what kind of language learning syllabus to design
How to design a language learning syllabus
How to design a structural-lexical syllabus
How to design a functional-notional syllabus
How to develop a situational-topical syllabus
How to develop a multi-focus syllabus
How to develop a language learning program based on your syllabus
How to make a Unit Plan
How to make a Daily Language Learning Plan
How to prepare your own language learning materials
How to Make a Picture Book Plus Recordings
Example: Make a (Market Scene) Picture Book Plus Recordings
How to make a photo book for language learning
How to make a language learning kit
Example: How to make a language learning kit
Monitoring the language learning process
Keeping a daily language learning journal
Using Guidelines for a Language-Culture learning program to monitor learning
Checking your progress
Testing your language proficiency
Testing your listening proficiency
Example: Using comparisons and contrasts to test your listening proficiency
Example: Using television or radio to test your listening proficiency
Example: Using a map to test your listening proficiency
Testing your speaking proficiency
Example: Using a wordless book to test your speaking proficiency
Example: Giving directions to test your speaking proficiency
Example: Describing a process to test your speaking proficiency
Testing your reading proficiency
Example: Using a newspaper to test your reading proficiency
Testing your writing proficiency
Example: Writing descriptions and summaries to test your writing proficiency
How to identify and solve your language learning problems

Guidelines for setting proficiency goals

Guidelines for setting listening goals
Novice (L 0): Prefunctional Proficiency listening
Intermediate (L 1): Survival Proficiency listening
Advanced (L 2): Limited Working Proficiency listening
Superior (L 3): Professional Proficiency listening
Distinguished (L 4): Near-Mother-Tongue Proficiency listening
Guidelines for setting speaking goals
Novice (S 0): Prefunctional Proficiency speaking
Intermediate (S 1): Survival Proficiency speaking
Advanced (S 2): Limited Working Proficiency speaking
Superior (S 3): Professional Proficiency speaking
Distinguished (S 4): Near-Mother-Tongue Proficiency speaking
Guidelines for setting reading goals
Novice (R 0): Prefunctional Proficiency reading
Intermediate (R 1): Survival Proficiency reading
Advanced (R 2): Limited Working Proficiency reading
Superior (R 3): Professional Proficiency reading
Distinguished (R 4): Near-Mother-Tongue Proficiency reading
Guidelines for setting writing goals
Novice (W 0): Prefunctional Proficiency writing
Intermediate (W 1): Survival Proficiency writing
Advanced (W 2): Limited Working Proficiency writing
Superior (W 3): Professional Proficiency writing
Distinguished (W 4): Near-Mother-Tongue Proficiency writing

Information to help you make a strategic plan

Conditions for language learning
The best of both settings
From goals to objectives
How long will it take to reach my goals?
What is a language learning plan?
What is a Language Learning Program Plan?
What is a Language Learning Unit Plan?
What is a Daily Language Learning Plan?
Structured language study options
Learning in a structured setting
Language schools
Independent language study
Tutors
Could I or should I develop my own program?
Learning in an unstructured setting
What is an approach to language learning?
What is a language learning program?
What is a language learning resource?

Information to help you check your progress

Can I really evaluate myself?
What is a Proficiency scale?
The ILR (FSI) proficiency scale
Correspondence of proficiency scales
What you can do at different proficiency levels
What you can understand people say at different proficiency levels
What you can understand people say at Novice level
What you can understand people say at Intermediate level
What you can understand people say at Advanced level
What you can understand people say at Superior level
What you can understand people say at Distinguished level
What you can say at different proficiency levels
What you can say at Novice level
What you can say at Intermediate level
What you can say at Advanced level
What you can say at Superior level
What you can say at Distinguished level
What you can read at different proficiency levels
What you can read at Novice level
What you can read at Intermediate level
What you can read at Advanced level
What you can read at Superior level
What you can read at Distinguished level
What you can write at different proficiency levels
What you can write at Novice level
What you can write at Intermediate level
What you can write at Advanced level
What you can write at Superior level
What you can write at Distinguished level
Self-assessment checklists based on proficiency guidelines

Context for this page:

Go to SIL home page This page is an extract from the LinguaLinks Library, Version 3.5, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 21 March 1999

© 1999 SIL International