“THE CONTEXT OF SECOND

LANGUAGE EVALUATION”
 “INSTRUCTIONAL OBJECTIVES”

• SECOND LANGUAGE EVALUATION IN THE CLASSROOM

IS CONCERNED PRIMARILY WITH IMPROVING
INSTRUCTION SO THAT STUDENT LEARNING IS
ENHANCED.
• IN SECOND LANGUAGE EVALUATION, IT IS IMPORTANT
TO USE THOSE OBJECTIVES THAT BEST DESCRIBE
WHAT YOU AS AN INDIVIDUAL TEACHER WANT TO
ACCOMPLISH.
• LANGUAGE OBJECTIVES ARE FUNDAMENTAL TO
SECOND LANGUAGE EVALUATION. THEY REFER TO
LANGUAGE SKILLS THAT LEARNERS ARE EXPECTED TO
ACQUIRE IN THE CLASSROOM.
 “INSTRUCTIONAL PLANS”

• INSTRUCTIONAL PLANS SPECIFY WHAT SHOULD BE

TAUGHT, AND WHEN AND HOW IT SHOULD BE TAUGHT.
THEY ARE OFTEN REFERRED TO AS “SYLLABUS”.
• CONTENT, ORGANIZATION, MATERIALS AND
EQUIPMENT, AND ACTIVITIES AND ROLES ARE THE
ASPECTS OF INSTRUCTIONAL PLANS TO BE
CONSIDERED IN SECOND LANGUAGE EVALUATION.
• IN STUDENT-CENTERED CLASSROOMS, STUDENTS TAKE
A MORE ACTIVE ROLE: THEY DECIDE WHAT ACTIVITIES
TO DO AND WHEN, AND THEY CONSULT WITH THE
TEACHER TO IDENTIFY WORTHWHILE ACTIVITIES.
 “INSTRUCTIONAL PRACTICES”

• INSTRUCTIONAL PRACTICES INCLUDE THE ACTUAL

STRATEGIES, MATERIALS, ACTIVITIES, AND TASKS USED
BY TEACHERS AND STUDENTS IN THE CLASSROOM.
 “INPUT FACTORS”

• SECOND LANGUAGE TEACHING AND LEARNING ARE

AFFECTED BY FACTORS FROM OUTSIDE THE
CLASSROOM ITSELF, WHICH WE REFER TO AS INPUT
FACTORS.
• INSTRUCTIONAL PRACTICES SHOULD BE COMPATIBLE
WITH INPUT FACTORS.