Luận Văn Thạc Sĩ Các Yếu Tố Đánh Giá Cho Bài Thuyết Trình Hiệu Quả Của Sinh Viên Chuyên Tiếng Anh

Các Yếu Tố Đánh Giá Cho Bài Thuyết Trình Hiệu Quả Của Sinh Viên Chuyên Tiếng Anh Trường Cao Đẳng Sư Phạm Hà Nam Vấn Đề Và Giải Pháp​

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public speaking and hence promoting their motivation in English. Presentations are a great way to have students practise all language systems areas (vocabulary, grammar, discourse and phonology) and skills (speaking, reading, writing and listening). They also build confidence, and presenting is a skill that most people will need in the world of work. The students who are good presenters are better communicators, since they are able to structure and express their ideas clearly. However, the assessment of oral presentation is not an easy task for all teachers. In fact, assessing oral presentations can present a challenge to teachers. Presentation assessment criteria consist of many factors: language, content, delivery, and visual aids, etc. It is not easy for teachers to clearly delineate these factors to their learners before undertaking any assessment activities in class. In a classroom setting, teachers establish the criteria for assessment themselves.

• Luận văn thạc sĩ giáo dục
• Chuyên ngành lý luận và phương pháp dạy học tiếng Anh
• Người Hướng dẫn: Vũ Mai Trang
• Tác giả: Phạm Thị Bích Hạnh
• Số trang: 46
• File PDF-TRUE
• Ngôn ngữ: Tiếng anh
• Trường ĐH Ngoại Ngữ Hà Nội 2011

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http://dlib.vnu.edu.vn/iii/cpro/DigitalItemViewPage.external?sp=1011406
https://nitro.download/view/20791CE6CB01DD0
https://drive.google.com/drive/folders/1yLBzZ1rSQoNjmWeJTM6cEZ3WGQHg04L1