THE BACKGROUND, OBJECTIVES, AND TASKS OF PEDAGOGICAL DIAGNOSTICS; THEIR SIGNIFICANCE IN FOREIGN LANGUAGE INSTRUCTION
DOI:
https://doi.org/10.2024/8y0pfc95Keywords:
educational psychology, assessment theory, linguistic competence, cultural competence, intercultural understanding, personalized learning, data-driven decision-making, foreign language instruction, assessment, language proficiency, learning needs, instructional practices, and pedagogical diagnosticsAbstract
The background, goals, assignments, and importance of pedagogical diagnostics in the context of teaching foreign languages are all thoroughly explored in this article. In order to support successful language teaching and learning practices, the author emphasizes the significance of systematic assessment and data-driven decision-making, drawing on insights from educational psychology, assessment theory, and language learning research. The paper clarifies the pedagogical diagnostics' many goals—such as determining learning needs, evaluating language competency, and guiding teaching practices—through a thorough examination of the diagnostics. A thorough discussion of the pedagogical diagnostics tasks—which include creating assessment tools, evaluating student performance, and tracking advancement—is provided, with a focus on how these tasks support tailored learning experiences and cater to the needs of individual students.
References
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford University Press.
Brown, H. D. (2014). Principles of language learning and teaching. Pearson Education.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Crystal, D. (2003). English as a global language. Cambridge University Press.
Harmer, J. (2007). The practice of English language teaching. Pearson Education.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
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