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 communicate accurately an
syllabus
TPR uses a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items. And Total Physical Response requires initial attention to meaning rather than to the form of items. Grammar is taught inductively.
3) Learning activities
The major class room activities in Total Physical Response are imperative drills. Imperative drills are typic
DESIGN
Objectives
Short-range objectives
청취이해 (Listening Comprehension)
정확한 발음
발음 기호 인식 및 활용능력
Long-range objectives
원어민의 언어를 습득 -Be True Bilingualist
The syllabus
Linguistic and Structure-based Approach
음운(Phonology), 형태(morphology), Syntax
모국어와의 차이점을 대조한다
음성
Syllabus)]
*실러버스(syllabus) : 강의 요목, 강의 계획, 교수 계획 등 그 코스에서 가르쳐야 할 항목 전체
를 리스트로 나타낸 것. (=그 코스에서 학습시킨 학습항목을 리스트 업 한 것)
*실러버스 디자인 : 실러버스를 어떤 관점에서 구성해 갈지를 결정하는 것으로 학습자의 학습 목적, 학습조건, 도달 목
Developed by
James Asher,
a professor of psychology
at San Jose State University, California
To draw on several traditions,
including developmental psychology,
learning theory, and humanistic pedagogy
Listening competence
before speaking competence
Listening comprehension is acquired due to physical response in the form of commands