

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
Affordances and bricolage
المؤلف:
Catherine Layton
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P343-C29
2025-08-02
498
Affordances and bricolage
Stepping back from the immediacy of students' accounts, one way of describing these qualitative differences is to see the work placements as offering different 'affordances' (Burkitt, 1999) - opportunities for action. The affordances of the workplace are in interplay with the affordances of the student's own background and capacities. The task for the student, upon entering a work placement, is to work out, sometimes explicitly but more often implicitly, what actions will take them towards their goal. Thus they, more or less effectively, cobble together responses in familiar and unfamiliar situations that they believe will lead them forwards. Each intervention and response has effects on people and the environment.
This observation allows for the foregrounding of bricolage as the mechanism through which people learn in placement contexts. The term bricolage is used to incorporate both spontaneous improvisations in response to immediate demands, and the conscious problem-solving (which still has an improvisational quality, in that it draws, for the most part, on what is to hand) that occurs when people are working towards the achievement of a project (Giddens, 1976; Lave & Wenger, 1991; Goffman, 1972; Goffman, 1976). The process of bricolage in addressing problems has the effect of (and maybe even the implicit aim of) refining the focus of activity, and, paradoxically, of both increasing and reducing the number of alternative courses of action to those that are likely to have the desired results. Recognition of the role that bricolage plays in negotiating a path through a placement is central to enhancing assessment strategies and processes, most particularly in the first day or two, when the affordances of the environment can be identified (and, if necessary, enlarged), and patterns of interaction are set in place.
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