Sources for assessing language skills, resources for young language learners in flt

1.Assesing young learners’ foreign language abilities
Given the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage.
This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the
results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment OF and FOR learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.
The Internet has enormous information potential and offers a variety of services. The Internet creates a unique opportunity for foreign language learners to use texts, listen and communicate with native speakers. The specificity of the subject "foreign language" is that it is possible to teach speech activity only in live communication. And for this you need a partner - a native speaker. In addition, the language teaching system should be built in such a way that students are given the opportunity to get acquainted with the culture of the country of the language being studied. But true acquaintance still does not occur, since lessons and school textbooks are not enough for a wide acquaintance with the realities of the countries of the language being studied.
If we keep in mind the subject of our study - Internet resources, then, first of all, it is important to determine your goals. For example:
- for self-study, deepening, elimination of gaps in knowledge, skills;
- for self-preparation for exams;
- for virtual acquaintance with native speakers.
Each student must independently work on improving their knowledge in the field of a foreign language, since, unfortunately, there are very few English lessons at school. For In addition, there are many different sites on the nets with which you can learn the language.
Thus, using the information resources of sites, you can achieve the following results:
a) learn the correct pronunciation;
b ) replenish your vocabulary, both active and passive, with the vocabulary of modern English, reflecting a certain stage in the development of the culture of the people, the social and political structure of society;
c) get acquainted with cultural knowledge, including speech etiquette, features of the speech behavior of various peoples in the conditions of communication, features of the culture, traditions of the country of the language being studied;
However, the rapid development of Internet sites also has significant drawbacks. The modern scientific and educational information environment is characterized by a large number of educational resources with unstructured and not always reliable information. The volume of such resources is constantly increasing. In addition, along with useful and necessary information, users are faced with useless resources, which in some cases have a harmful effect. For example, excessive fascination with the Internet can lead to addiction, time consuming. But the Internet has firmly entered our lives, so we should learn how to use its resources to good use, be careful when choosing sites that will be described below, and check the accuracy of information.
It can be argued that some school students use the Internet to study and improve their results in learning English. They are familiar with the rules and forms of this way of teaching English. The vast majority use Translator because they don't know about good online dictionaries and sites where you can practice vocabulary. Not all Internet resources used by my classmates are really easy to use. Therefore, I am going to analyze these sites and make a list of the most convenient Internet resources for my peers.
“The complexity of the meaning of a word, the obligatory but flexible interconnection of its components — denotation, concept and form — makes it possible to correlate one name with several denotations. The essence of rethinking the meaning of a word is that the name of one denotation extends to another if their concepts are somewhat similar. The word continues to exist in its original form. The development and change in the meaning of a word is influenced both by the laws of the language system and by extralinguistic changes in the life of society. Both those and others can be considered both in diachrony and in synchrony; however, given that the moment of entering the language of a changed meaning is rarely fixed exactly, and the process of rethinking itself goes on almost continuously in the language, we will not separate one plan from another, noting only that changes in the meaning of a word are determined by the different needs of the linguistic society. [7, p. 54]
Factors that determine the development and replenishment of the vocabulary of the language can be conditionally divided into extralinguistic and linguistic. Extralinguistic factors in the replenishment of the vocabulary of a language are events that take place in the life of a linguistic community. Linguistic factors in the replenishment of the vocabulary of a language are events that occur or are associated with processes occurring within the language system.
Some linguists especially note the so-called "expressive need", that is, the desire to give any name more imagery. Once again, we note the conditionality and approximateness of such a division, since the rethinking of the meaning reflects complex cognitive processes, in which external and internal factors that influence the cognition of reality are also closely intertwined.
Extralinguistic factors of replenishment of the vocabulary of the language.
Extralinguistic factors for replenishing the vocabulary of a language are non-linguistic or extra-linguistic factors, i.e. factors that influence the language from outside and thus lead to a change in the word and/or its meaning. Here we can include such concepts as rethinking the meaning of words, changing the scope and distribution of words within different discourses.
Basically, extralinguistic factors lead to a change in the meaning of a word associated with a change in the concept of something that already exists. For example, the word "atom" before the 19th century. conveyed the concept of small size and applied to any objects. Later, in connection with the development of physics, this word is used as a term and this word is applied accordingly. A similar change in meaning occurred with the word "probe". Previously, the definition of this word was formulated as follows: “surgical instrument for exploring wound” - “a surgical instrument for exploring the wound”, later - “an instrument for exploring outer space (lunar probe)” - “an instrument for exploring outer space (lunar probe)”.