the를 남용하고 있다는 사실에 주목하고 있다. Indefinites에 남용되는 the는 [+specific]과 관계가 있는데, 반대로 definites에서 [+specific]의 특징이 없을 때 the가 아닌 a를 남용하는 경향도 있다. 이 두 종류의 오류는 함께 묶음지어 생각해볼만하다.
2.2. Definiteness and Specificity in English
2.2.1. Definiteness in English
[+d
CONTEMPORARY TOPICS 1
UNIT 1. PSYCHOLOGY : Happiness
Good morning, everybody. Today I want to get started with the main topic of this course; Happiness. First, I want to talk about how psychologists like myself measure happiness. Then we'll look at some common characteristics of happy people. And finally, we'll look at whether or not we can change our level of happiness, in other words
Acculturation hypothesis
“ the degree of acculturation toward the ‘model’ language group seems to be the primary consideration in attempting to account for the varied levels of linguistic achievement reached by second language learners”
Korean Wes
Literacy Ability (reading, writing) Grammar skill High Low
Communication skills
(listening, speaking) Low High
the same time, more focused on communicative approach. Also it emphasizes fluency and accuracy. Students can practice several times with various activities related to real world contexts as well.
④ Most ofthelanguage used in the textbook are being used frequently in a daily life.
⑤ Topics, situations, contexts, and activities are appropriate for thelearners.
⑥ Only activity book
language with varying amounts of each language used in accordance with the program model.
What is our subject?
We want to tell you about the bilingual education of multicultural family in Korea.
Who ever mother or father, if they come from other countries, they face to language problem.
They want to teach their own language and also want to teach Korean.
But there are many problems. Now
language would enable teachers to predict the difficulties in acquiring second language.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen
-Ladies and zentlemans
The great honor
-ze grade hooneur
(중략)
Corder’s (1973) 4 Stages of Second
the way they are shown in the textbook with its weakness and recommendation in the main discourse.
2) Rationale
we choose the three topics as the most difficult part of grammar that theKorean student have trouble in learning based on some theories; 1) tense and aspect, 2) modal verbs, and 3) relative pronouns.
Prator’s(1967) 6 categories of difficulty between the first language and the
CLT (Communicative Language Teaching)
Communicative Language Teaching refers to
An approach to language teaching methodology that
emphasizes the development of a learners’
communicative competence
in the target language.
CLT (Communicative Language Teaching)
Classroom goals are focused on all ofthe components of CC and not restricted to gramma
1. Choose one difference between English (L1) and another language (L2).
Korean can express various meanings by using lots of verbal forms with suffixes. In the case of English, even though it also has several suffixes such as -ed(past tense in regular form), -ing(progressive form), -ly(adverb), and -tion(to make a noun form), it cannot make difference oftheir meanings in terms of semanti
learners. Considering students’ ability, the lesson asks for a minimum amount of writing. The students read the passage and fill in the blanks thereby using focused grammatical form within context. Also, students are asked to write a short sentences using subjunctive mood in order to express their feeling on hypothetical position given.
2) Function
Function focus on the actual language use