Project plans outline the intended course of events; however, things don’t always happen as intended. Organizations need to consider risks and develop a contingency plan. This plan is typically presented to management.
Based on your prior research (on Tesla Inc.), determine potential risk factors for not meeting each of the project objectives. Develop a contingency plan for each of the potential risks. Add the potential risks and contingency plan to your Wk 4 – Apply: Project Plan assignment.
Create a 12- to 14-slide presentation with detailed speaker notes and visuals on every slide in which you:
Identify the organization’s information presented in Wk 1. (Tesla Inc.)
Synthesize the SWOT analysis and market trend research.
Explain how the project objectives will advance the organizational goals.
Assess how success will be measured.
Evaluate the value this project will bring to the organization.
Identify project metrics, timelines, and responsible parties.
Develop a contingency plan for each of the potential risk factors for not meeting each of the project objectives.
Since the introduction in the 1970s of the Communicative Language Teaching Method (CLTM), teaching and learning pronunciation has been unpopular. Before the 1970s, the audio-lingual methods focused intensely on pronunciation, it then fell into disuse. According to Thomson & Derwing (2014), “pronunciation fell out of vogue” (p.9). Most researchers came to ignore pronunciation learning and teaching. However, in the past decade pronunciation instruction has progressively become significant again (Thomson & Derwing, 2014). Researchers have shown that pronunciation instruction can be beneficial to learners of foreign languages (Birdsong, 2007; Couper, 2006; Derwing & Munro, 2015; Grant, 2015; Harding, 2013; Lee, Jang, & Plonsky, 2014; Levis, 2005; Saito, 2011). Pronunciation teaching is now moving towards comprehensibility and intelligibility rather than native-likeness, as the latter is near unattainable (Birdsong, 2007). There is, though, one problem when it comes to teaching pronunciation: the lack of efficient, valid, and reliable methods to assess learners’ pronunciation, which Saito (2011) argues, is one key element to the success of pronunciation teaching. Finding valid and reliable methods to assess students\’ pronunciation is key to improving pronunciation instruction and acquisition. One potentially useful method to assess learners’ pronunciation is self-assessment, since, “if students can appraise their own performance accurately [emphasis added] enough, they will be able to make teachers aware of their individual learning needs” (Blanche & Merino, 1989, p.313). Much of research on self-assessment has been conducted on reliability and validity (Dlaska, 2008), and Fraser (2000) warned about the need for a reliable methodology behind self-assessment in teaching pronunciation. The impact of such a method on learners’ pronunciation, whether negative or positive, needs further investigation. Because students are the center-part in their own learning and need to be more proactive (Salimi, Asghar Kargar, & Zareian, 2014), it is also necessary to examine students’ awareness of their own learning progress. This paper proposes to look at self-evaluations as a tool in the acquisition of French pronunciation as an L2 and test self-evaluations’ reliability and validity by doing an item analysis. It will analyze the data from a beta-pilot test of the two instruments created (sentences to record and self-evaluations). This paper will also assess whether the use of self-evaluations by college-level learners of French enrolled in a phonetics course, will improve their pronunciation over the course of a semester. The aspects of French pronunciation studied here, have been carefully selected because they represent segmental (/y/ vs /u/) and segmental/suprasegmental (schwa) features in French, and they are particularly critical for comprehensibility. This paper seeks to answer the following questions: RQ1: Are the instruments created valid and reliable tools to assess pronunciation>GET ANSWER