text book mainly proceeds each lesson in an inductive way, which barely leaves any room for formulation of rules. In other words, though some students might get a chance to see for themselves the rules and patterns of spoken and written English, other students may have difficulty in actually making out those rules or hidden formulas, if not throughly expounded by the teacher at a pertinent time.
text, culture defined in a narrower sense, whether high culture, or popular culture, cannot represent “culture” as a whole. Thus, cultural studies should be defined as the study of “historical forms of consciousness or subjectivity”, which can be obtained through observing “the social life of subjective forms at each moment of their circulation”, Rather than text. However, Frow and Mo
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 analysis of the real-world needs of learners.
eg. The English Language Syllabus in Schools Malaysian (1975)
- giving all Malaysian secondary school leavers the ability to co
Ⅰ. 서론
교수요목의 유형은 결과와 과정이라는 기준을 따라 결과 중심 교수요목과 과정 중심 교수요목으로 분류할 수 있다. 결과 중심 교수요목은 학습 내용에 초점을 맞추어 교육 내용, 언어 기술, 목표 등을 자세히 기술함으로써 교수 학습 과정의 최종 결과를 중시하는 교수요목이다. 또한, 상황
Construct of CC (Michael Canale & Merril Swain)
Grammatical Competence
: aspect of CC that encompasses “knowledge of lexical items and rules of morphology, syntax, sentence-grammar semantics, and phonology.”
Discourse Competence
: the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances.
→ Reflect the us
Course planning and
syllabus design
1. 들어가기
1.developing a course rationale
2.describing entry and exit levels
3.choosing course content
4.sequencing course content
5.planning the course content
(syllabus and instructional blocks)
6.Preparing the scope and sequence plan
2. The course rationale
1.course rationale
코스의 신념, 가치, 목표 등에 대해서 설명.
2.course rationale
A new paradigm war? The impact of national cuiculum on early childhood teacherss thinking and classroom practice
Elizabeth Wood
이 논문은 교육의 국가적 정책 틀에서 비롯된 새로운 패러다임 전쟁에 관한 내용을 다루고 있다. 영국에서 유아단계(3세-7세)의 정책 틀은, 전문적인 지식과 점점 더 규범화 되어가는 정책의 틀에 융합하려
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 :
texts that allow full performance of the language.
3. Form focused instruction & meaning focused instruction
In form focused instruction, the teacher is attempting to teach a specific grammatical rule using a substitution drill; therefore, the teacher’s language controlled not only the content being communicated, but also the structure of that communication. However, in meaning focused
texts. 특정문맥안에서 개인간 의사전달/받는 능력 으로 청자와 화자의 상호작용, 사회문화적문맥이회, 담화와 문맥간의 관계에 따른 언어사용 능력이다.
2) 1979, 1980 구분
(1) CALP - Cognitive Academic Language Proficiency ; context-reduced ; 인지적 학습에 필요한 능력을 갖는것, Language Form에 대한 지식토대로 의사소