Research Notes by Martin Dutton
The purpose of this action research (AR) project was to aid students preparing for the Cambridge ... more The purpose of this action research (AR) project was to aid students preparing for the Cambridge English Knowledge
About Language (KAL) module of the Teaching Knowledge Test (TKT) at the Institute of Continuing and TESOL (Teachers of English to Speakers of Other Languages) Education at the University of Queensland (ICTE-UQ), Brisbane, Australia.
KAL tests students’ ability to recognise concepts of English
language systems in the areas of lexis, phonology, grammar
and discourse.
In our project, we wanted to specifically improve our
students’ ability to answer questions on connected speech
in this test, where they needed to identify the processes of
elision, intrusion, assimilation, weak forms, or consonant–
vowel linking. We did this by developing and trialling a range of activities involving different interaction patterns, macro-skills work, and learner styles. We concluded that speaking and listening practice should be used as a way of strengthening knowledge of connected speech for the purposes of a KAL test. We also conceptualised that students needed to develop an ability to hear the sounds between connected words in their minds, which we called ‘auditory thinking’.
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Research Notes by Martin Dutton
About Language (KAL) module of the Teaching Knowledge Test (TKT) at the Institute of Continuing and TESOL (Teachers of English to Speakers of Other Languages) Education at the University of Queensland (ICTE-UQ), Brisbane, Australia.
KAL tests students’ ability to recognise concepts of English
language systems in the areas of lexis, phonology, grammar
and discourse.
In our project, we wanted to specifically improve our
students’ ability to answer questions on connected speech
in this test, where they needed to identify the processes of
elision, intrusion, assimilation, weak forms, or consonant–
vowel linking. We did this by developing and trialling a range of activities involving different interaction patterns, macro-skills work, and learner styles. We concluded that speaking and listening practice should be used as a way of strengthening knowledge of connected speech for the purposes of a KAL test. We also conceptualised that students needed to develop an ability to hear the sounds between connected words in their minds, which we called ‘auditory thinking’.
About Language (KAL) module of the Teaching Knowledge Test (TKT) at the Institute of Continuing and TESOL (Teachers of English to Speakers of Other Languages) Education at the University of Queensland (ICTE-UQ), Brisbane, Australia.
KAL tests students’ ability to recognise concepts of English
language systems in the areas of lexis, phonology, grammar
and discourse.
In our project, we wanted to specifically improve our
students’ ability to answer questions on connected speech
in this test, where they needed to identify the processes of
elision, intrusion, assimilation, weak forms, or consonant–
vowel linking. We did this by developing and trialling a range of activities involving different interaction patterns, macro-skills work, and learner styles. We concluded that speaking and listening practice should be used as a way of strengthening knowledge of connected speech for the purposes of a KAL test. We also conceptualised that students needed to develop an ability to hear the sounds between connected words in their minds, which we called ‘auditory thinking’.