errors)를 동해 언어를 습득하기 때문에 방어기제를 제거하는(낮추는) 것이 언어학습을 증진시킬 수 있다. Permeable(투과가능한)정도의 Inhibition이 필요하다(openness, vulnerability, ambiguity tolerance).
3. Risk-Taking
ⓓ willing to try out hunches about the L and take the risk of being wrong
○ It is related to "Self-esteem" (Self-esteem
(1973) 4 Stages of Second Language Development
1. Random Error(Presystematic): Vaguely aware that there is systematic order. Stage of experimentation and inaccurate guessing
2. Emergent: In consistency in linguistic production. Begin to internalize certain rules. ‘U-shaped learning’. Unable to correct errors when they are pointed out. Avoidance of structures and topics.
□ Teacher and learner roles : 교사와 학생의 역할들
․ Both teachers and learners need to play varying roles. At different times, you need to:
-Present new information, control accuracy practice from the front, and make sure that as many learners as possible participate in the class and that most errors are corrected.
-Organize and facilitate lockstep fluency and skills acti
Positive yes/no questions(Portuguese and Arabic)
Voce mora perto daqui?
You live near here?
Do you live near here?
Hal juri:du an jaku:na ta:dziran
Does he wants to be a merchant?
Does he want to be a merchant?
→Evidence for the developmental acquisition of English questions
NEGATIVE YES/NO QUESTIONS(Korean, Japanese, and Hausa)
Ne ol swu-eps-ni?
너 올 수 있니?
“Can’
Ⅰ. 서론
영어과 교육 과정의 개정 중점에는 ‘과제 중심(task-based)’이라는 용어를 사용하며, ‘체험 활동을 통하여 영어에 흥미를 가지고 자연스럽게 배울 수 있도록 하기 위해서(중략)언어활동은 그 자체가 하나의 의사전달 과정이므로 학생들이 과업에 참여하여 적극적으로 의미 있는 메시지를 전