a way for them to use language in a meaningful context. Therefore, the teacher’s language allowed the students to participate in meaning-focused interaction, and consequently there is more variability in the structure of that communication. In second language classrooms, meaning-focused instruction will create more opportunities for students to use language for learning and to perform a range
Ⅲ. Classroom analysis (1)
- Excerpt 1
1. T: I’m going to ask you some questions first. I’m going to ask you some other questions too. Okay, ready? All right, Okay, What time is Joe meeting dave at the park? What time is Joe meeting date at the park? What time is Joe meeting date at the park?
2. Danny : Joe meeting
3. T: Joe meeting?
4. Danny : Joe was
5. T: Was?
6. Danny :
▶ 문학을 활용한 언어수업이 이루어지는 교실에서 사용되고 있는 책에서 발췌된 내용들을 살펴보자.
A. 신중하게 선택하기만 한다면, 시는 우리의 문화적 배경이 어떻든 보편적인 주제들을 전개시킬 수 있고
따라서 학생들만의 고유한 반성적 사고를 유발하는 강력한 자극이 될 수 있는데, 그것은
1. Introduction
1.1. Purpose of the Research
English has become the global language used nowadays in commerce, cultural exchanges as well human and diplomatic relations. Hence, English education has become a very important issue for nations all over the world. South Korea as a monolingual country has found in English language a convenient access to the world and this is one of the reasons why t
Politeness principle,
Like Cooperative principle
Lakoff suggests,
Don’t impose
Give options
Make your receiver feel good
No immediate practical purpose
may be taken or left as the receiver wishes
There is no burden!
But,
literary texts
take up a great deal of time
⇒ burdensome!
Both keep and break the maxim,
‘Don’t impose