1. 참고 문헌
Richards, J. C., & Rogers, T. S. (2001). Approaches and methods in language teaching: A
description and analysis (2nd ed.). Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford: Oxford University Press.
2. 교수법 소개
1)배경(Background)
Multi Intelligence는 학습자 중심의
Journalism Theory
Group 1: Grasping journalistic concepts in India’s sexual harassment case
Background of the ‘Bus sexual harassment’ issue
In September last year, there was an issue brought up as a major strike was held to raise the voice against the mass rape done by six guys to a female college student in a bus in New Delhi. Even India’s Prime Minister has also w
learners find it harder to understand, process, and remember information.
TPR helps reduce the affective filter because it is less threatening than traditional language activities. Students do not have to produce language. Mistakes are unimportant and easily (and painlessly) corrected by the teacher. Language is remembered easily and long-term.
3. DESIGN
1) Objectives
The
Ⅰ. 개 요
- 우리 조는, 경영조직론의 이론이 실제 조직의 구조와 상호작용 속에 어떻게 나타나고 있는지 이번 팀 프로젝트를 통해 확인하는 시간을 가지게 되었다.
우리 조는 팀플을 진행하는 과정에서 조직의 실제 구조나 모습은 어느 한가지 이론에 들어맞는 형태가 나오기 힘들다는 것을 발견
learning
■ Tasks provide both the input and output processing
■ Task activity are motivational
■ Language difficulty fine-tuned for particular pedagogical purpose
Design
▣ Objectives
Goals in TBLT are ideally to be determined by the specific needs of particular learners. According to Long and Crookes(1993), selection of tasks should be based on a careful an