IMPLICATIONS OF LINGUISTIC, PSYCHOLOGICAL, SOCIOLOGICAL AND PEDAGOGICAL THEORIES FOR LANGUAGE TEACHING AND TESTING

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dc.contributor.authorAlabi, Taofiq Adedayo
dc.date.accessioned2019-10-15T09:47:44Z
dc.date.available2019-10-15T09:47:44Z
dc.date.issued2004-07
dc.description.abstractIt is saddening to recount that over the years, testing has not been a true and perfect consequence of teaching. These fields, which are supposed to be the wings of reinforcing learning via their symbiotic relationship, have been somewhat severed. This is not implicating that learners are not being examined. The contention here is: how effective and commensurate are the concepts of teaching and testing as intertwined phenomena? Motivation and learning, which are primarily the essence of teaching, are reinforced by an expectation of indices of measurement. The teacher, the taught, the materials and even the methodology (for effective language learning in this case) can only be appraised to determine their effectiveness by testing. It is against this backdrop that this essay seeks to examine ways in which certain established and selected linguistic, psychological, Sociological and pedagogical tenets may cohere to boost the pragmatic processes and products of language teaching and testing.en_US
dc.identifier.issn0189-6636
dc.identifier.urihttp://hdl.handle.net/123456789/2490
dc.language.isoenen_US
dc.publisherFaculty of Education, University of Ilorin, Ilorinen_US
dc.relation.ispartofseries24;
dc.subjectMotivationen_US
dc.subjectTeachingen_US
dc.subjectLanguageen_US
dc.subjectEssayen_US
dc.titleIMPLICATIONS OF LINGUISTIC, PSYCHOLOGICAL, SOCIOLOGICAL AND PEDAGOGICAL THEORIES FOR LANGUAGE TEACHING AND TESTINGen_US
dc.typeArticleen_US

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