IN-CLASS ACTIVITY 4

Read your 10 books/articles. Copy and paste their titles and abstracts (if any). Follow this
template:

GROUP 5

Members:

Lý Gia Hân, 2357010087

Đào Ngọc Quỳnh Trang, 2357010354

Nguyễn Công Văn, 2357010401

Nguyễn Trương Hoài Thơ, 2357010310

Referencing information Abstract (if any)

0 Effect of game-based, social ……………………………………………
media, and classroom-based
…………………………………………….
instruction on the learning of
phrasal verbs.

1 Developing Productive Skills Communication plays an important role

Through Receptive Skills – A nowadays. The transmission and interchange
Cognitive Approach of ideas, facts, and feelings of action are
known as communication. It is done through
words, actions, signs, objects or combination
of all these. Communication skills are needed
in each and every field of life. Everyone uses
a language to communicate and to express
oneself to get ideas and to connect with
persons for a purpose. There are four basic
skills of learning English language such as
speaking, listening, reading and writing. The
difficulties in speaking and writing can be
found and then improved by some classroom
activities by the way of giving task to the
 students for listening. Teachers give
assignments to the learners to develop their
writing skills. Cognition refers to the mental
activities like thinking, remembering,
memory, learning, comprehension,
perception, motivation and using a language.
The understanding and learning of
information and concept is known as the
cognitive approach. It is an approach that
maintains how a person feels and behaves.
Cognitive learning is about developing true
understanding and is a way of learning that
helps the learners to use their brains more
effectively. The configuration of thought
processes and psychological activities like
problem solving and decision making from
early childhood to adulthood is called as the
cognitive development. This article deals with
the ways and means of enhancing the
speaking skills by intensive practise, writing
through different activities and improving the
receptive skills of the learners through
cognitive approach.
2 Contemporary Techniques of Many approaches have been proposed in
the Productive Skills & the teaching language macroskills. Some ofthese
Receptive Skills in Teaching approaches include communicative language
English as a Second Language teaching, task-based approach, integrated
approach and sociocognitivetransformative
approach. Despite the effort of improving
learners’ macroskills and the extensive
literature available about these skills, many
novice teachers and researchers remain to
have limited or naive perspective of what
these skills are. Moreover, many language
teachers are still not aware that there are
already six language macroskills as a result of
the proliferation of information technology.
As such, this article discusses the
fundamentals of language macroskills.
Specifically, the paper defines and describes
the six macroskills which include both the
productive skills (i.e., speaking, writing, and
 representing) and receptive skills (i.e.,
listening, reading, and viewing).Some ways
on how these skills can be taught are also
presented.
3 The Science of Reading Decades of research offer important
Comprehension Instruction understandings about the nature of
comprehension and its development. Drawing
on both classic and contemporary research, in
this article, we identify some key
understandings about reading comprehension
processes and instruction, including these:
Comprehension instruction should begin
early, teaching word-reading and bridging
skills (including graphophonological semantic
cognitive flexibility, morphological
awareness, and reading fluency) supports
reading comprehension development, reading
comprehension is not automatic even when
fluency is strong, teaching text structures and
features fosters reading comprehension
development, comprehension processes vary
by what and why we are reading,
comprehension strategy instruction improves
comprehension, vocabulary and knowledge
building support reading comprehension
development, supporting engagement with
text (volume reading, discussion and analysis
of text, and writing) fosters comprehension
development, and instructional practices that
kindle reading motivation improve
comprehension. We present a visual depiction
of this model, emphasizing the layered nature
of impactful comprehension instruction.
4 Performance Differences Problem Statement: This study investigates
between ELT Freshmen’s whether the freshmen’s education at the
Receptive and Productive Skills preparatory school makes a meaningful
difference in the freshmen’s performances
who attend the preparatory programme and
those who are exempt from this programme.
Thus, it will lead to analyze the fact that
whether the foreign language instruction that
is offered at the preparatory school make
learners more successful when they start their
education in the department, and in what
skills the preparatory school helps learners
develop more. In doing so, the efficiency of
the preparatory school will become clearer,
and both teachers and learners will be aware
of their level of achievement. Purpose of the
Study: This study mainly aims to find out
whether there are performance differences
among ELT freshmen who attended and who
did not attend the Gazi University preparatory
school in 2009 – 2010 academic year in terms
of receptive and productive skills. In addition,
the aforementioned research question will be
analyzed in three dimensions; a) in terms of
their attendance at the preparatory school b)
in terms of gender c) in terms of programme
type. Method: This research employs
quantitative design. The data related to
freshmen’s gender, programme type and the
information whether they attended the
preparatory programme or not was gathered.
Participants are 260 freshmen in total, 210 of
whom are females, while 50 of them are
males. While 122 of these freshmen are
enrolled in the day programme, 138 of them
are enrolled in the evening programme. They
took Gazi University English Language
Proficiency Exam one year before the time of
this study. Their mid-term and final scores
were gathered separately in addition to their
gender, programme type and the fact that
whether they attended preparatory school or
not. 40% of their mid-term exams and 60% of
their final exams were calculated for each
skill course in both terms as it is stated in
Gazi University Registrar’s Office
Regulations. Exam scores of fall and spring
terms were compared and commented on as
well as the gender and education type.
Findings and Results: It is obvious in this
study that their attendance at the preparatory
school does not have a considerable effect on
 overall skills in spite of the fact that it causes
some differences in certain terms and skills.
Gender, similar to the attendance at the
preparatory programme, does not lead to a
worthwhile difference in the freshmen’s
performances overall. Programme type, on the
other hand, may be claimed to play a more
important role in determining the freshmen’s
success in receptive and productive skills.
Conclusion and Recommendations: The
preparatory school exposed learners to foreign
language skills more via various materials and
opportunities; however, it needs to update its
materials, gain more insight into learners’ less
successful skills and their needs. Another
alternative study, that is, the comparison of
learners’ performances in receptive and
productive skills can be carried out in all
English Language Teaching (ELT)
preparatory programmes of Turkish
universities.
5 A Critical Review of Krashen’s Second language acquisition (SLA) theories
Input Hypothesis: Three Major can be grouped into linguistic, psychological
Arguments and sociocultural theories. Krashen’s Monitor
Model is seen as an innatist theory within the
linguistic group. This paper critically reviews
the Input Hypothesis, one of the five
hypotheses of Krashen’s Monitor Model. It
examines three major arguments over the
hypothesis, namely, the vagueness of the
construct, the simplification of input, and the
overclaims that he has made about the
hypothesis.
6 Inputs and Outputs in the Inputs and outputs are ubiquitous in flow
Process Specification Language modeling, including popular programming
languages. This paper examines how inputs
and outputs can be formalized in the Process
Specification Language (PSL) to reduce
ambiguity and increase expressiveness
compared to conventional flow modeling
representations. Inputs and outputs are shown
to be early design stage notions independent
 of existing PSL concepts, preconditions and
postconditions in particular. The paper
defines axioms for input and output, and
constraints on existing PSL concepts. Some of
these relate early and late stage design, while
others provide for multiple views of inputs
and outputs. It also identifies which aspects of
input are metatheoretic and consequently
outside the scope of PSL.
7 Second Language Acquisition This resource collection provides background
materials about SLA and gathers resources
that directly address SLA in adult populations
with a particular focus on the research areas
mentioned above. Little research has been
conducted with adult English language
learners in ESL adult education contexts
because the complexities of adult ESL (e.g., a
diverse mobile population and varied learning
contexts such as workplace, family literacy,
and general ESL classes) make research in
this field challenging. Although SLA research
on adults has focused mostly on adults in
academic contexts, research findings may be
applicable to other populations and contexts.
8 Listening Comprehension This paper attempts to clarify what has and
Research: A Brief Review of the what has not been revealed in the literature so
Past Thirty Years. far in order to gain a better understanding of
the nature of listening comprehension. First,
in the section “A Historical Overview of
Listening Comprehension Studies,” the
changes that listening comprehension has
undergone in the past few decades will be
observed. Listening comprehension has long
been regarded as a passive skill, and
researchers considered it an ability that would
develop without assistance. Around 1970,
listening comprehension began to attract
much attention and started to be explored.
Some points have been revealed while others
have remained unrevealed during the past
thirty years. Then in the section “Components
of Listening Comprehension,” the basic
 difference between written language and
spoken language will be observed. It is
important to note that the type of medium —
sound versus print — will generate a wide
range of input styles in spoken and written
language (see the section “Features of spoken
language”). In addition, the difference
between written and spoken language
comprehension will be discussed so that we
can understand that listening comprehension
imposes upon learners a different cognitive
load from that of reading comprehension (see
the section “Differences between listening
and reading comprehension”). Furthermore,
seven conceivable causes of obstacles to
efficient listening comprehension will be
identified (see the section “Potential problems
in learning to listen to English”).
9 The Journal of Asia TEFL This book deals with a comprehensive but
widely acclaimed methodology in foreign or
second language
teaching, from theoretical and contextual
groundwork to practical practices, which
cover the most practical
aspects to consider in designing and
implementing lessons, the unique factors and
guidelines to consider in
teaching listening, speaking, reading and
writing separately, classroom assessment, and
teachers’ lifelong
learning and reflection, which helps sharpen
teachers’ senses and craft of teaching.

10 How Languages are Learned How Languages Are Learned (H LAL) started
ou t as a series of professional development
workshops for teachers in Q uebec, Canada,
where we both worked for many years. Three
editions of the book have now travelled far
from those origins. When we were working
on the first edition in the 1980s
and 1990s we were still in the early days
ofremarkable growth of research in second
language acquisition. In updating the research
for each new edition, the decisions about what
to include have grown more difficult. Keeping
the book to a reasonable length has often
meant choosing between classics in the field
and important new studies, ofwhich th ere are
now so many. In this edition, we have
annotated some 'Suggestions for further
reading' ar the end of each chapter. We
encourage readers to follow these readi ngs
and the reference list to deepen their
understanding oftopics that we can only
introduce here.
In this four th edition of HLAL, we have
added 'Questions for reflection' at the end
ofeach cha pter, and we have included
some.new 'Acnvirles' thar give readers
opportunities to explore some of the topics.
Another new feature of this edition is a
companion website which contains additional
activities, readings, and other web-based
material and resources to enhance your
reading and understanding of the contents of
thebook. It will also provide opportunities for
readers to interact with others ~nd to share
their ideas for researching and learning
languages.