1.

Based on the theory by Krashen, the

Affective Factor means:
a theory of psychology in which it focused on
the students development of learning a
language. In this sense, Krashen also
proposed that student learning related to the
personality factors in which the students
learned a language by using the emotion or
feeling to understand the language learning.
Krashen claimed that student development of
learning related to the affective domain such
as self-esteem, inhibition, risk-taking, anxiety,
empathy, and extroversion.

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Chhorn Than (MA.TESOL)
 2. Based on the theory by Krashen, the
Input Hypothesis means:
the hypothesis of learning a language that the
learners are exposed to should be just far
enough beyond their current competence that
they can understand most of it but still be
challenged to make progress. In this idea,
Krashen claimed that an important condition
for language acquisition to occur is that the
acquirer understand (via hearing or reading)
input language that contains structure a bit
beyond his or her current level of competence.
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 3. Based on the theory by Krashen, the
Acquisition-Learning Hypothesis means:
adult language learners have two means for
internalizing the target language. The first
means is acquisition that the subconscious
and intuitive process of constructing the
system of a language, not unlike the process
used by a child to pick up a language. The
second means is conscious learning process
in which learners attend to form, figure out
rules, and are generally aware of their onw
process.
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Chhorn Than (MA.TESOL)
 4. Based on the theory by Krashen, the
Affective Filter Hypothesis means:
a hypothesis proposed by Krashen and
associated with his monitor model of second
language development. The hypothesis is
based on the theory of an affective filter,
which states that successful second language
acquisition depends on the learner’s feeling.
Negative attitude (including a lack of
motivation or self-confidence or anxiety) are
said to act as a filter, preventing the learner
from making use of input, and thus hindering
success in language learning.

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Chhorn Than (MA.TESOL)
5. Common Characteristics for Being GLTs ( Personal
Qualities of Modern Teachers ) are :
-Preparation: knows the subject, plans and prepare the lesson
-Punctuality: arrive, begin, and end class on time
-Enthusiasm: fair, humble & accept individual differences, help
-Use of text: not a slave to the text, use text as a road map
-Knowledge of pedagogy: not always teach from sitting
position, have a sense of humour, relaxed & apply Ss’
experience to class
-Interpersonal relationship with Ss: maintain a healthy
teacher-student relationship

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 Or 5. Qualities of Modern Teachers are :
- Having skills to design learning experience that
inspire or interest.
- Having a lot of enthusiasm for the job.
- Having a caring attitude toward students.
- Having a thorough understanding of their
subject.
- Having a lot of involvement with parents.
- Several year’s experience as class teacher.
- Advanced degree from school of education.

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6. Some of important aspects of the job of Modern Teachers are
as the following:
a.Organization and Security: learners must feel that their activity is
purposeful, that they are putting their efforts into a framework they
can trust. Learners need just enough structure so that they feel
supported and; just enough freedom so that they have room for
themselves to grow. If the learners feel safe, they will be more able to
take part in the lesson.
b.Instruction and Information: Learners need to be told new things
and how to do new things and they need sources of extra information
about what they are learning, which they can call on as required.
c.Modeling and Guidance: Learners need to be shown new things,
and shown how to do new things; learners need helping hand to
discover new things and to practise new skills.

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d. Feedback and Encouragement: Learners need to know
how close they are getting to their targets. For example:
(a) Was that meaning clear? (b) Was the verb correct?;
Learners need to feel that the language is developing
inside in them, even if what they are producing at the
moment seems unlike standard English.
e. Motivation and Evaluation: Some learners will be
motivated to learn for external reason, which is a big help,
but all learners need to be involved in class work. This
happens best when they are motivated by interesting tasks,
experience success and see the relevance of class work to
their outside lives; and they need to know where they
stand.

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7. Based on the current trends in language testing,
briefly explain the ways in assessing the students’
learning:
Just as measurement can play several roles in the
classroom. Teachers have several ways to measure
what the students have learned. Measures that attempt
to assess the range and accuracy of some – one’s
knowledge are usually called written tests. In addition,
measures that attempt to assess how well somebody
can do something are often referred to as performance
tests. Again, keep in mind that both types have a
legitimate place in a teacher’s assessment arsenal. In
which type is used, and to what extent, will depend
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on the purpose or purposes the teachers have for
assessment the students. So the written tests
have three main types as: Selected-Response
Tests, Short-Answer Tests, and Essay Tests.
Written Test can be called Alternative
Assessment. Otherwise, as already been noted,
when perform testing is conducted under such
realistic conditions, it is also called authentic
assessment. It has three types as: Direct Writing
Assessment, Portfolios, Exhibitions and
Demonstrations.

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 8.

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