ข้อคิดจากสมาคมฯ

1. ข้อคิดจากสมาคมฯ แนวทางดำเนินการประเมินคุณภาพโรงเรียน ที่จัดการเรียนการสอน ตามหลักสูตรกระทรวงศึกษาธิการเป็นภาษาอังกฤษ

2. HIGHER AND LOWER BRAIN

3. THREE MEMORY STORES Input from senses SENSORY MEMORY Attention not paid Information lost Attention paid Memories not consolidated SHORT-TERM MEMORY CRYSTALIZATION Memories consolidated LONG-TERM MEMORY

4. HOW A MEMORY IS CONSOLIDATED

5. WHY DO WE FORGET?

6. CONSCIOUS AND UNCONSCIOUS THINKING Conscious thinking tends to be logical, sequential, and slowly processed; it is structured in terms of cause and effect and is directly related to the “here and now”. Unconscious thinking, in contrast, is intuitive, nonsequential, fast, unexplained, and more easily makes associations between many different pieces of informaiton.

7. THE ANATOMY OF LANGUAGE

8. ARTICULATE BRAIN

9. ACTIVE VOCABULARY This refers to the actual number of words that people use as opposed to a passive vocabulary which is words they understand. Native language speakers often have an active vocabulary of between 30,000 and 50,000 words. Their passive vocabulary may extend up to 100,000 words or more. In foreign language learning, reasonable proficiency is said to be achieved when someone attains an active vocabulary of between 3000 and 5000 words with a passive vocabulary of up to 10,000 words.

10. COMMUNICATIVE APPROACH A second language teaching approach that accents the acquisition of a language by use in everyday communicative situations.

11. COMMUNICATIVE COMPETENCE Proficiency in the use of a language in everyday conversations. This term accents being understood rather than ‘correct’ in a using language. Not only knowing the grammar and vocabulary of a language, but also knowing the social and culturally appropriate uses of a language.

12. COMPETENCE IN LANGUAGE A person’s ability to create and understand language. This goes further than an understanding of vocabulary and grammar, requiring the listener to understand sentences not heard before. The term is often used in association with Chomsky’s theory of transformational grammar, describing a person’s internalized grammar of the language, which enables the person to create and interpret new sentences. Competence is often used to describe an idealized speaker/hearer with a complete knowledge of the whole language, and is distinguished from performance which is the actual use of the language by individuals.

13. CONTENT-BASED INSTRUCTION A term particularly used in United States education programs. Such a program teaches students the language skills they will need in mainstream classrooms. The focus is on the language skills needed for content areas such as mathematics, geography, social studies and science.

14. DISCOURSE A term used to describe relatively large chunks of conversation or written text. Rather than highlighting vocabulary or grammar, discourse extends into understandings and meanings of conversation or written text.

15. DISCOURSE ANALYSIS The study of spoken and written language particularly in terms of negotiated meanings between participants in speech, choice of linguistic forms, shared assumptions that underlie utterances, structures, strategies and symbolism in communicating, and the role relationships between participants.

16. EFL English as a Foreign Language

17. ESL English as a Second Language. An ESL program (e.g. in the US) usually involves little or no use of the first language, and occurs for part of the school timetable.

18. INPUT HYPOTHESIS Language in the second language classroom should contain elements that are slightly beyond the learner’s present level of understanding. Using contextual clues to understand, the learner will gradually increase in language competence.

19. LANGUAGE ACROSS THE CURRICULUM A curriculum approach to language learning that accents language development across all subjects of the curriculum. Language should be developed in all content areas of the curriculum and not just as a subject in its own right. Similar approaches are taken in writing across the curriculum and reading across the curriculum.

20. LANGUAGE APTITUDE A particular ability to learn a language as separate from intelligence, motivation.

21. LANGUAGE COMPETENCE A broad and general term, used particularly to describe an inner, mental representation of language, something latent rather than overt. Such competence refers usually to an underlying system inferred from language performance.

22. LANGUAGE LOSS The process of losing the ability or use of a language within an individual or within a group. Language loss is particularly studied amongst in-migrants to a country where their mother tongue has little or no status, little economic value or use in education, and where language loss subsequently occurs.

23. LANGUAGE PROFICIENCY An ‘umbrella’ term, sometimes used synonymously with language competence; at other times as a specific, measurable outcome from language testing. Language proficiency is viewed as the product of a variety of mechanisms: formal learning, informal uncontrived language acquisition (e.g. on the street) and of individual characteristics such as ‘intelligence’.

24. PHONETICS The study of speech sounds.

25. PHONICS A method of teaching reading based on recognizing the sounds of letters and combinations of letters.

26. THRESHOLD LEVEL • A level of language competence a person has to reach to gain cognitive benefits from owning two languages. • The Threshold Level is used by the Council of Europe to define a minimal level of language proficiency needed to function in a foreign language. Various contexts are specified where languages are used and students are expected to reach specific objectives to attain the threshold level.

27. Bilingualism Literacy Numeracy Language Proficiency/Competency Primary Language Language Loss Phonetics Phonics EFL ESL Passive Vocabulary 100,000 Words Active Vocabulary 30,000 – 50,000 Words • Language across the curriculum • Content-Based Instruction • Threshold Level • Input Hypothesis

29. www.thaiapep.net Annual Meeting on September 7, 07 At Saint Joseph Bangna School

30. Jessie Ee Leong Choo, Assistant Professor Department : Psychological Studies Nan yang Technological University, Singapore National Institute of Education, Singapore Member of the Executive Committee : The Association of Mathematics Educators Project : Examining the Psychological Attributes of Adaptors and Innovators in Two Cultures

31. Thinking about Thinking The new millennium calls for a breakthrough in the way we learn and think. How can we enhance the flexibility of the mind so that the spirit of innovation and enterprise can flourish and flow in those we nurture and teach? What do we know about the important roles played by attitudes, dispositions, intellectual habits and motivation in the development of thinking? This book captures the latest research and applications in these fields with...