targetlanguage is taught and practised rather than the subject of theoretical exposition.
5) Language learning and acquisition skills
Conscious techniques of memorization and enhanced skills of listening (tuning of the ear, recognition of sound patterns) and speaking (training of the vocal organs to reproduce new words accurately), need to be developed in the learner throughout the c
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 targetlanguage.
CLT (Communicative Language Teaching)
Classroom goals are focused on all of the components of CC and not restricted to gramma
targetlanguage) 사용을 제안하고 있는데 이는 원어가 교실의 주된 상호작용 수단으로 사용될 때 학습자들은 그 언어가 사용되는 실제 환경에 자연스럽게 몰입되기 때문이다. 하지만 초보 학습자들인 경우 교사는 학생들의 원어이해를 용이하게 하기 위해 여러 가지 시각적 보조 자료, 구체적인 실물, 제스
To enable student to communicate in the targetlanguage
Linguistic forms
Meanings
Functions
+
Choose appropriate form, given the social context.
Manage the process of negotiating meaning with their interlocutors
Q2. What is the role of the teacher? And students?
Facilitator
Adviser
Co-communicator
Communicator
Responsible manager of their own learning
Communicator
Re
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
2) Brain Lateralization
The left brain can be described as logical, one-track, and cynical. It is used when analyzing, talking, discussing, and so on. The right brain is used when moving, acting, using metaphor, drawing, pointing, and so on.
When language is taught by lecturing or explaining, the cynical left brain is targeted and the information is kept in short term memory (if at all). It
“Teaching English as a Mission Tool in rural Tibet”
Introduction
We are students who want to work for God’s Kingdom as missioners. In order to fulfill our dream, we chose English as our mission tool because English is the global language. One of the reasons why we chose this topic is we wanted to prepare and take a step for the future.
In this mini-task, we chose Tibet as our target c
order to verify or reject the hypothesis, we have looked into previous studies and at the same time applied the results made from survey, interviews, and direct observations of the programs in the English Villages, as instruments of data collection. The targets of the study are the English Village in Pungnap, English Camp and Kwanak English Camp in Seoul and the Paju English Camp in Kyunggido.
1. Language Skills
(1) Listening: Understand expressions used in situations where you order food and congratulate someone or something
(2) Speaking: Be able to use the above expressions in daily conversations
(3) Reading: Read and understand a text about desserts of the world
(4) Writing: Understand the structure of a recipe and write a short recipe
2. Communicative Activities
(1) Commun
Ⅰ. 영어교육(영어학습, 수업)의 내용
1. 음성언어활동
1) 듣기
․짧고 쉬운 강의, 라디오 뉴스 등을 듣고 이해한다.
․사실을 다루는 보고를 듣고 이해한다.
․다양한 내용의 말을 듣고, 명시적 의미와 함축적 의미를 이해한다.
․다양한 내용의 말을 듣고 전개방식, 원인과 결과, 결