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Please read and edit the work according to the requirements of the professor In the word document.
The order of the assignment is mixed up he suggests where each section goes so please place it accordingly.
the linguistic part I did is wrong and this is the suggestion from the professor
“First, then, let’s define what we mean by a learning need: a learning need is the gap between a learner’s current level/ability and the level/ability they need to complete a task successfully. So, from a linguistic perspective, a linguistic learning need is the gap between their existing language competency and the competency level they are aiming to achieve. You can describe this gap by using the CEFR: broadly, in terms of their competency level (e.g. if a student is at a B1 level now but needs to reach a B2 level by the end of a course, then their linguistic learning needs will be everything they need to address to move from a B1 to a B2 level); or you can describe linguistic learning needs more specifically by looking at the detailed descriptors of competency in the CEFR for specific language skills.
The diagnostic data you have gathered in Appendix 1 in your assignment provides you with information about the students’ linguistic learning needs. This is data you need to present and analyse in your needs analysis section in your assignment in order to discuss the students’ linguistic learning needs. You have already identified a broad linguistic learning need (to improve their writing) as the focus for the lesson(s) that you then taught for the assignment. What we want to see is that you can identify specific learning needs. Perhaps take a look at the descriptors for writing skills in the CEFR at a B1/B2 level and see if these help you to identify a more specific linguistic learning need for the target learners in your assignment.
I think that you have been confusing linguistic learning needs with motivational needs (and therefore with affective learning needs). By asking the students about their attitudes to their learning, where they think their strengths and weaknesses are, what they want to learn and why etc., you are actually finding out about their motivation for learning — the students are not able to identify their linguistic learning needs themselves. Finding out about motivation helps to identify potential affective learning needs: e.g. gaps between the emotional state(s) the learners currently have (which may be a barrier to their learning) and the emotional state(s) they need to progress even better in their learning.”