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Teaching by principle
: -
Chapter 1. Where do I begin ?
, , , , 2 -
.
1. A Classroom Observation
ESL
USA
15 -
(a beginning level)
- &
e whole language" - , , , four skills
- Vistas : An Interactive Course in English
10
, , .
-
1 50 .
2
How oft
n f
f .
3
How oft
n f .
4 . ( global
rrors .)
5 - ,
f .
6 pair work
How oft
n f
f .
- .
7air work , 8 98 pag
q . - 98pag
K
iko .
8
(cont
xt)" .
9 .
10 . -
or .
11 .
12 K
iko & ,
that's right" or
"that's wrong" . , .
13 pag
.
14 , .
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15 1 , 2 , 3
. work .
work . 3 4 .
16 3 10 .
17 , or .
18
Sh
typ
s usually l
tt
rs" , b
,
r .
19 page .
20 .
21 pair work .
22 pair , .
pair q, .
23 .
24 8 . 8
.
25 e Are you ever nervous?" .
26 . choral drill 1
.
27 , e f 5
3 e f . (, e f e Are
you ever angry?" .)
28 , , : .
29 .
30 u.
2. Beneath the Lesson
- , , .
- , 2 -
f . ,
?f .
- chapt
rs .
//(r
s
arch/th
ory/principl
s) //(classroom/t
aching/practic
)
. ,
(T
aching by Principl
s)" .
Chapt
r 2. A "Methodical" History of LanguageTeaching
2 - e(methods)"
.
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1. Approach, Method, Technique
- e(methods)" 2 -
, f(methods)" .
Edward Anthony
Approach : , , .
Method : approach , .
Technique: approach, method .
Jack Richards and TheodoreRodgers
Method :
Approach : .
Design : /- .
Procedure: approach design techniques practices.
Richards and Rodgers method
qedesignsf .
: objectives, syllabus( ), activities, learner roles,
teacher roles, theroles of instructional materials.
methodology .
2 -
Methodology : (pedagogical practices) -
. e y?f
methodology.
Approach : .
Method : .
- , / , ,
.
- - .
Curriculum : designs.
- - /
.
Syllabus() Curriculum() .
Technique: , - ,
2. Changing Winds and Shifting Sands
, .
Albert Marcwardt 4 .
,
: . 20
Audio Lingual Method( ALM) . ALM (TheGra-
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mmar Translation Method) , (the Dir-
ect Method) . ALM , , r
,
.
.
3. The Grammar Translation Method
- .
e f .
etheClassical Method" .
theClassical Method
r
(2 )
- 18, 19 , , (theClassical Method)
. 19 (theClassical Method)
(theGrammar Translation Method) .
theGrammar Translation Method (Prator Celce-Murcia )
( )
r ,
,
2 -
Richard and Rodgers , e f,
q .
theGrammar Translation Method ?
.
r , .
4. Gouin and theSeries Method
- 19 ef , Gouin theSeries Method
.
- Charles Berlitz theDirect Method ,
Gouin .
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- 3 , Gouin (or )
.
. 3 Gouin , 3
. , ,
Gouin .
- Gouin
Perception() Conception() .
conception() .
, .
, Gouin the Series Method
; (perceive) e(series)" () (
r ) u.
; , , , .
5. TheDirect Method
- Gouin e (naturalistic approach)f-
u - . ,
. , theDirect Method
- 20 .
theDirect Method (Gouin
s Series Method ) ?
; 2 .
(oral interaction)
Richards and Rodgers the Direct Method
.
u.
-
. u.
(modeling) (practice) u.
(), , q, u.
u.
.
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- the Direct Method 19 20 . , the
Direct Method ,
. The Direct Method
Charles Berlitz( the Direct Method BerlitzMethod .)
.
- , , , the Direct Method
. the Direct Method .
- 1925 the Direct Method .
the Grammar Translation Method Coleman ereading
approach( )f- - . ,
20 , the Direct Method the
Audiolingual Method( ) .
6. TheAudiolingual Method
- 1950 theDirect Method .
.
.
oral approach ( ) reading approach (
) . ,
() .
- 1929 Coleman . , 1930-40
e f theGrammar Translation Method .
- , 2 ,
. , theArmy Specialized Training Program(ASTP) Army Method
/ . 1950 the
Audiolingual Method( ) .
- TheAudio Lingual Method .
- 1940-50 :
(linguistic pattern)
- :
mimicry drill( ) pattern practice( )
Prtor Celce-Murcia the Audio Lingual Method
.
, , .
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u.
u.
. .
u.
, , .
.
.
.
.
- The Audio Lingual Method . , the
Audio Lingual Method .
The Audio Lingual Method
: .
.
: . .
7. 1970 eDesigner" Methods
- 1970 : . , 70 2 -
. , 70
. 70 / /
.
70 5 .
Community LanguageLearning
- N theAudio Lingual Method eNf
Chomsky e :f
. 70 , : , :
. Community LanguageLearning .
- Charles Curran eCounseling-Learning Model" Carl Rodgers (
e f , q ef )
. Charles Curran eCounseling-Learning Model" 2 -
fCommunity LanguageLearning" .
Charles Curran "Counseling-Learning Model"
ef .
.
e(community)" .
, () .
eCounseling-Learning Model" () .
eCommunity LanguageLearning"
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() , ()
.
, .
() 2 .
2 .
.
() 2 .
2 .
. , .
2 .
r .
, .
, 2 .
CLL Carl Rodgers . ,
() ()
.
CLL - 2 (, , ) .
CLL
2 . .
CLL , .
CLL , CLL 2 .
ex) CLL ( )
Suggestopedia ()
- Suggestopedia Georgi Lozanov . Georgi Lozanov
(ex, ) ,
. , CLL : Suggestopedia
:( ) . , ()
.
Suggestopedia - , Lozanov -
( , , , , ) . ,
- .
, , ef
. , e (suggestible)" .
Suggestopedia (Lozanov )
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.
.
.
.
.
, .
.
, .
, , .
Suggestopedia (Scovel )
Lozanov .
suggestopedia .
suggestopedia ef , : .
Suggestopedia
( ) . .
.
TheSilent Way ()
- Suggestopedia , : : .
The silent way Caleb Gattegno ef
, thesilent way (problem-solving approach) .
TheSilent Way (Richards and Rodgers )
, .
, .
.
- ef 1960 , ,
. ,
, Ausubel
ef . .
- TheSilent Way . The silent way Gattegno
, , ,
. , (
.), .
TheSilent Way
.
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: , , long/short , give/take/pick up/drop
: , , , :
// ,
, , .
.
The Silent Way
, .
.
, .
, .
The Silent Way
2 - .
.
Total Physical Response- Total Physical Response
. Gouin Series
Method . , ef
. James Asher
Total Physical Response .
. , 1
. , , ,
. , Asher .
Asher , , .
Asher , 2 - ,
. ,
.
Total Physical Response
.
.
y .
.
.
.
d ,
.
Total Physical Response
- TPR . ,
, -
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. TPR ,
. , TPR ,
.
The Natural Approach( )
- Stephan Krashen 2 Tracy Terrell
The Natural Approach . TPR Krashen
Terrell . , . ,
. , ef ef
. , the Natural Approach e
input()f TPR - .
- The Natural Approach .
e input( )e . ,
. f
e . input
- ( , , , ) .
TheNatural Approach q
: .
:
.
,
, .
:
. ,
role-plays, open-ended dialogues, discussions
.
.
TheNatural Approach
e(silent period)"
; ?
?
" input" .
TheNatural Approach
.
TPR input ,
.
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8. Beyond Method : Notional-Functional Syllabuses ( : - )
- The Council of Europe(Van Ek Alexander, 1975) ,
"(notional)" , 1970 Notional-Functional
Syllabuses .
Notional-functional Syllabus
function .
structural syllabus .
q ,
, Notional-Functional Syllabus approach() .
, approach .
Notions ( Van Ek Alexander )
General notions : , , , ,
) general notions q, ,
, , , .
Specific notions : e(contexts)" f
(situations)" . , , ,
, , specific notions .
) e (personal identification)f
specific notion , ,
.
Functions
, , , ,
, ,
.
Coffey ,,,
Fitting In .
, .
dialogue ?"
one-sided dialogue
nonverbal considerations
ecommunity exercisesf
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Notional-Functional Syllabuses
- .
method syllabus .
Communicative Language Teaching , syllabus()
( ) .
,
. NFS .
Notional-Functional Syllabus
- , (notions) ,
NFS method (CLT) .
Chapter 3. The present : An Informed "Approach"
- 1980 ,
. (approach)
- (techniques) (tasks)
- David Nunan . e
. 2
, (tasks) -
.
1. An Approach for Enlightened Eclectics
- , ,
. , approach( ) .
- approach , .
approach .
approach - . -
(feed-back) approach .
- approach . , approach
. , 2
.
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2. Communicative Language Teaching
- 2 - approach communicative language teaching
. 2 2 - .
4 communicative language teaching the Notional-Functional
Syllabus . , 2 -
, 2 ,
.
- 4 , :
. Chomsky ,
. , 2 - . ,
ef ,
.
- - . &
, , . e
f
.
, (tasks) ,
2 .
,
2 - .
David Nunan(1991) CLT 5
.
.
.
.
.
CLT
CLT . - CLT ,
CLT .
CLT . ,
. CLT
.
CLT .
Finocchiaro Brunfit(1983) ALM CLT
( )
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ALM CLT
, X
.
, ,
(mastery, or
overlearning)
(drill)
,
,
u
,
,
,
,
ALM CLT
,
,
q
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.
,
,
.
3. Untangling Some Current Jargon
-CLT 6 (learner-centered teaching, cooperative learning, Interactive learning,Whole Language Education, Content-centered Education, Task-based Learning)
. ,
. .
. ,
CLT .
Learner-centered teaching.
; .
, style, (techniques).
(: group-work, strategy training)
(Curricula)
, .
Cooperative learning.
; or .
pair works group works . eteam" .
, ef ,
.
Interactivelearning.
; . ,
.
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.
Pair work group work .
().
().
(tasks) .
.
, .
Whole language education
; 2 - ewhole languageeducation"
.
Wholelanguageeducation ( .)
//
(, ) (, ) .
.
Brown Wholelanguageeducation
- Whole languageeducation CLT
. , Brown whole language
.
2 : .
bottom-up
:(, , )
four skills .
Content-centered Education;Brinton, Snow, Wesch , . ,
, .
Content-centered Education
.
, ,
.
, y
.
Task-based learning
; task .
Task
, ,
tasks . (Michael Breen )
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q
(= )
: u fluency .
Automaticity . .
(use), (functional purposes) .
Meaningful Learning
- Automaticity .
- David Ausubel meaningful/rote learning
Meaningful Learning ?
; ef .
(= )
, .
& ef .
(rotelearning) qq .
TheAnticipation ofReward
- B.F. Skinner e f .
TheAnticipation ofReward ?
; e f , .
?
.
.
.
(= )
. ( )
.
,
. ( , /
.)
.
: .
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The intrinsic motivation principle
?
;
.
(= )
, .
y , .
Strategic investment
- 2 e" : , f e
.
- ef ef,
.
- , (the principles of strategic investment) .
?
; ef
ef 2 .
(= )
styles strategies .
.
.
, .
, Learner strategy training .
Learner strategy training :
2. Affective Principles - : 2 - .
Language Ego
?
; 2 // - , 2 -
e(= 2 )f 2 inhibition .
.
. ( . )
, .
2
d .
languageego .
? ?
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?
pairs group work ? ...
Self-Confidence
?
(=2 ) e f (==self-esteem)
.
.
.
Risk-Taking
?
2 2
.
.
.
risk-taking , ef risk-taking .
risk-taking .
The Language-Culture Connection
- ?
y , , q, //
.
.
(, .)
- .
.
.
2 .
2 2 u .
.
2 .
.
3. Linguistic Principles - 2 - .
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The Native Language Effect
?
; : ,
.
feed-
-back . , ,
.
.
, .
Interlanguage
?
; 2 , q,
(=) feedback .
.
.
, .
feedback ,
d
.
.
- ..
feedba
k affe
tive feedba
k
.
Communi
ative Competen
e
?
; ,
(organizational/pragmati
/strategi
/psy
homotor) , usage use ,
a
ura
y fluen
y , :
.
,
.
, : (, ) .
. .
.
.
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Chapter 5. Intrinsic Motivation In the Classroom
(=)
, :
.
1.
: Motivation is the extent to which you make choices
about goals to pursue and
the effort you will devote to that pursuit.
(
)
- , .
( the anticipation of reinforcement ).
, ef ef .
:, .
ef , e()"
(sources) (self-reward) e f .
.
Drive-theory ()
- .
- (=) : David Ausubel 6 (=)
(, , , , , )
(=) ('reinforcer') .
Hierarchy of needs theory ()
- Abraham Maslow
- 5
( , , , , )
- .
- - .
Self-control theory ( )
- :, . ( : Hunt)
- :, , .
2. Dead Poets Society
; e f .
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- ?
; (ef) .
.
; .
, , .
ef / / .
, .
3. /
(Intrinsic and Extrinsic Motivation)
Intrinsic Motivation(Edward Deci)
; ,
.
Extrinsic Motivation
: .
?
, , :, .
Piaget - Incongruity, Uncertainty, disequilibrium
.
Maslow -
. .
Jerome Bruner
- (self-reward) .
- (, ) .
( , )
positive feedback .
4.
(Intrinsic Motivation In Education)
.
. ,
(risk-taking) , .
- , .
- , ,
e f .
5. 2 -
- , 2 - .
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-
-
u
task-based
teaching(, )
,
,
,
, ESP
group work
q
=
(risk-taking)
.
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(=schema)
(language experience approach)
(oral fluency exercises)
(listening)
q
2
2
enabler rewarder .
: ,
.
(autonomy) .
: (feedback) ,
.
, .
.
; , - .
.
; , .
(test) .
: , ,
.
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2 : (Contexts of Teaching)
; , ,
. 6 , 7
, 8 & .
Chapter 6. : 1. Teaching Children
- 2 ,
. , .
, 2 ,
.
(peripheral attention) (focal attention)
.
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, : 2
, 2 .
, 2 , 2
. , , , q
.
- , 2
. 2 q 2
. 2
.
Intellectual development
- Piaget , (7 ) e f
.
d r
. ,
ef ,
.
, 2
.
r .
q 'pattern'
d .
pattern y
d .
Attention span
-
d . ,
attention span . ,
attention span .
attention span
d ,
activities .
activities .
. ,
. ,
.
Sensory input
- 5 . ,
activities .
5 activities
activities . ( : , games, TPR activities)
Project hands-on activities .
projects ?
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hands-on activities ?
(: , , , , )
. (: , )
Affective factor- inhibition( ) ,
inhibition( ) . (peer)
, .
.
, .
, () .
.
Authentic, meaningful language- .
, ( ) . ,
.
. , " e
. ( : , , )
.
Whole language approach .
. Four skills . , fourskills .
2. Teaching Adult
- 2 2 , 2
. Sensory input ,
. ,
,
. , .
2
r , (usage) u
(use) q .
attention span ,
2 activities .
2 sensory input , 5
.
. , 2 .
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. , ,
.
2
2
,
. , .
.
(: . ekids()f .)
. ,
.
. , , ,
.
3. Teaching in Between
- "Teens" .
eTeen" 2
(: ) . ,
(=) . ,
, , sex, (- )
attention span . , attention span
sensory input , .
, , . ,
.
- .
- .
- .
- .
- .
.
, .
Chapter 7. :
1. Defining Proficiency Levels
- , ACTFLProficiencyGuidelines(1986) . ACTFL Proficiency Guidelines
FSI levels . ILR (Interagency Language Roundtable) levels
FSI (Foreign Service Institute) levels FSI Oral Interview
11 . FSI Oral Interview ,
, , , , :
: .
- : FSI levels , , : ACTFL
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Proficiency levels . FSI levels FSI Oral Interview
, ACTFL Proficiency levels : .
2. Teaching Beginning Levels
- q . ,
.
q 10
Students' cognitive learning process
focal attention controlled processing //
, peripheral processing .
The role of the teacher
. , pair work group work
.
. ,
.
EFL . ,
.
Teacher talk
.
, .
.
EFL . , .
Authenticity of language
.
, .
Fluency and accuracy
. .
, , .
(, , , , ) .
.
Student creativity
.
() (): .
.
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.
Techniques
techniques .
- . ( : choral repetition, drilling)
- , Group / pair work .
.
Listening and speaking goals
(/ ) .
, , , &
.
Reading and writing goals
.
y .
Grammar
. .
.
- EFL ; .
ESL ; ( )
2. Teaching Intermediate levels
q 10
Student's cognitive learning processes.
automatic processing . / / / r
. , .
,
(=) .
The role of the teacher
pairs .
, - .
, .
(cooperative activities) .
Teacher talk
.
.
, .
Authenticity of language
.
, .
Fluency and accuracy
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.
, .
: 2
, .
Student creativity
,
d .
.
(= )
.
ESL : .
EFL : .
Techniques
.
- chain stories, surveys polls, paired interviews, role plays,
group problem solving, story telling
Listening and speaking goals
- .
, , ,
.
.
Reading and writing goals
skimming scanning
, , , : .
.Grammar
.
f .
, .
3. Teaching Advanced Levels
Student's cognitive learning processes
, ,
(peripheral attention) . , focal attention
.
, focal
peripheral attention .
The role of the teacher
, .
, .
,
.
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Teacher talk
.
, feedback .
. ,
. Authenticity of language
.
, .
Fluency and accuracy
.
, .
Student creativity
.
.
Techniques
.
group debate, argumentations, complex role play, skimming
and scanning, writing essays and critiques .
2 ,
.
Listening and speaking goals
, , , , , , ,
:, , .
Reading and writing goals
, , ,
.
Grammar
, ,
.
, .
Chapter 8. : q
1. Sociopolitical Contexts
- q : , 2
q .
q
.
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- q .
ESL EFL
EIL(English as an International Language)
2. Second and Foreign Language Contexts
ESL EFL
ESL : .
EFL : .
ESL - .
ESL
.
/ TV / /
.
feedback .
.
(- ) .
.
.
EFL - .
EFL
.
.
- .
.
, .
.
- .- TVRadio program .
- u .
- ( , )
- .
.
.
3. English as an International Language
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- 2 , .
.
, .
q .
.
- .
y?
.
:.
.
.
.
4. Language Policy Issues
- q :.
, .
- , .
English Only Movement' : dhome language'
English Plus' : home language , ESL
- : 2 , 2
.
ESL 2() -
2 2
Subtractive : 2 . ( : Spanish )
.
Additive : . ( : Quebec )
2 .
EFL 2()
: addictive - .
2() : .
EFL
. ,
.
,
.
EFL
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, 3 . ,
,
.
5. Institutional Contexts
- 2 .
.
q . , 2
.
Elementary and Secondary Schools
- , 2 . ,
LEP(Limited English Proficient) .
- EFL , ( : , )
.
LEP 2
Submersion : .
.
Subtractive .
, LEP ESL .
Immersion : .
.
.
EFL , additive .
Sheltered : Immersion program .
English , ESL
immersion .
ESL .
Main : ESL .
streaming ,
, main-streaming .
, , ESL
.
Transitional :ESL , .
bilingual , .
program - ,
. - , .
Maintenance : , .
bilingual - ,
program .
- , .
Enrichment : .
program , .
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,
.
( : , , bilingual education .)
Institutions of Higher Education
- 2 . 2
.
2 6
Pre-academic program
:
EAP (English for Academic Purpose)
: q
Pre-academic program
ESP (English for Special Purpose)
: ( - , )
ESP , Vocational/Technical English .
Vocational/technical
: (: , ), (: )
Literacy
: q
Survival / social
: ef q
, .
3 :
(Designing and Implementing Techniques)
; 1 2 ,
. 1,2 , . , 2
approach . -
. , .
Chapter 9. Techniques and Materials
1. Techniques Redefined
- Techniques .
Task:
.
Activity
:
, .
Procedure
: , , practices,
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Richard Rodgers , procedure technique .
Practice, behavior, exercise, strategy...
: technique .
Technique
: , tasks activities .
techniques .
techniques .
2. Categorizing Techniques : A Bit of History
- techniques . techniques .
techniques
Manipulation to communication
manipulative side : control, .
choral repetition, cued substitution drill, dictation, reading aloud.
communicative side: , :.
story-telling, brainstorming, role-plays, games.Mechanical, meaningful, and communicative drills.
drill - technique. (substitution drills, moving slot drills)
mechanical drill : . drill .
meaningful drill : , . ,
.
communicative drill : . ( )
choral drill : . individual drill : .
Controlled to free techniques.
controlled : , , structured, set curriculum. . .
free : , , open-ended, cooperative curri,
.
A Taxonomy of Techniques ( Crookes & Chaudron ) : .
Controlled techniques : content explanation. reading aloud, checking, drill, dictation,
Semicontrolled techniques: brainstorming, story-telling, referential, cued dialogue.
Free techniques : role-play, games, report, problem solving, drama, discussion.
5. Supporting materials : techniques .
Textbook .
Approach Language skills General content
Practice material General sociolinguistic factors
Format Accompanying materials Teacher's guide
Text textbook .
text : . or .
textbook : text .
Computer assisted language learning(CALL)
Tutorial program : .
program einteractive".
.
Text-building program : .
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Process writing : .
Games & simulations :
.
Computer adaptive "testing" : .
, .
item .
, , , , .
.
, , process writing.
, , .
.
Chapter 10. Interactive Language Teaching : Initiating Interaction.
1. Interaction
, , .
.
2. Interactive Principle : ( )
Automaticity Intrinsic motivation Strategic investment
Risk-taking. The language-culture connection Interlanguage
Communicative competence(grammatical, discourse, sociolinguistic, pragmatic, strategic).
3. Roles of the Interactive Teacher
Controller
: . ,
, ,
, .
Director
:
.
Manager
: Lessons, modules, course , ,
.
Facilitator
:
, . ,
.
Resourcer
: . ,
. , , , .
, ,
, .
, ,
.
4. Foreign Language Interaction Analysis
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( , )
. .
5. questioning strategy repertoire
.
.
.
Knowledge Q. ( Define, tell, Identify ) Comprehension Q ( Explain, Outline )
Application Q. ( Demonstrate, Illustrate) Inference Q ( How?, Why?, )
Analysis Q ( Distinguish, compare, contrast) Synthesis Q (Compose, combine)
Evaluation Q (Evaluate, , Choose why, Which is best, What's more important?)
.
Display( ) .
.
.
.
random .
Chapter 11. Interactive Language Teaching : Sustaining Interaction Through Group Work.
1. Group work .
.
: , , , ,
.
.
: .
.
.
.
2. Group work .
.
.
2 .
.
.
(security) . .
monitor .
.
3. group work .
Pair work ?
controlled .
. .
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Meaningful drill . brainstorming .
check . .
Group work .
Group techniques .
Games Role-play simulation Drama Projects Interview
Brainstorming Information gap Jigsaw Problem-solving //decision making
Opinion exchange
Planing group work
Technique ( ) techniques
Model the techniques explicit detailed instruction
clarification monitor Debriefing ( , ! )
Chapter 12. Learner Strategy Training
1. Strategic investment
; 2 .
2 . observing, focusing, practicing, monitoring, correcting .
r .
, .
2. Good learner
; , , , :, ,
, memory strategies ,
cue . tolerance of ambiguity .
3. styles
; 2 style(&) .
, , .
style : . .
strategy : . ,
, .
4. style
Informal self-check lists
Formal personality and cognitive style tests (Myers-Bring Type Inventory)
Reading, lecture, discussions
Impromptu teacher-initiated advice
5. Strategies y?
Strategies :
Direct and cognitive strategy : .
remembering more effectively
using all your cognitive processes
compensating for missing knowledge
Indirect or metacognitive strategy : .
organizing and evaluating your learning
managing your emotions
learning with others
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Interactive techniques .
Compensatory techniques( style ) .
low tolerance of ambiguity : brainstorming, retelling stories, role-play, jigsaw techniques
excessive impulsiveness : making interences, scanning for specific information,
syntactic or semantic clue searches, inductive rule generalization
excessive reflectiveness/caution : small group techniques, role-play, fluency techniques,
syntactic or semantic clue searches, information gap techniques
too much field dependence : integrative language techniques, fluency techniques,
retelling stories, skimming tasks
Strategy inventory .
Impromptu teacher-initiated advice.
6. Learner Strategy Training "Packaged Models".
Textbook-embedded training. - .
Adjunct self-help guides - .
Learning centers .
Chapter 13. Integrating the " Four Skills "
1. 'four skills' . ( Reading )
pre-reading .
series .
, scanning .
.
2. Integration ?
CLT , .
, .
.
3. Integration .
Production reception .
.
.
.
4. Integrating skills .
Content-based Teaching. ( Immersion, sheltered , ESP )
; 2 . , 2 .
. language forms
.
. ,
.
.
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.
(double expert) . team-teaching
models .
Theme-based Teaching. ( Content-based weak version )
; 2 . topic
. theme-based curriculum
. , issue
. , . - English for
Academic Purpose.
( ).
.
Experiential Learning.
; / .
: .
:
d .
The Episode Hypothesis
; Series Method (Gouin) Episode (John Oller)
.
. ( )
, .
u .
,
.
,
.
: episodes .
integrated-skills teaching
episode .
episode written/spoken form , reading writing skills .
episode , speaking or writing skill .
episode episode .
Task-based Teaching
; ( four skills )
Authentic text
.(, , )
(Nunan)
.
.
.
.
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.
Target tasks() :
:
giving personal information' , target task dgiving personal
information in a job interview'
Pedagogical tasks( ) :
: exercise, drill, listening, analyzing, discourse, role-play
tasks
. .
Chapter 14. Teaching Listening Comprehension
Listening Comprehension in Pedagogical Research
Total Physical Response(James Asher)
Natural Approach(Krashen and Terrell) - comprehensible input1. Listening comprehension 8 .
Raw speech .
. Schemata .
Literal meaning . Intended meaning . // .
form .
2. Spoken Language .
Monologue : Planned (, ) Unplanned ()
Dialogue : Interpersonal( ) Unfamiliar //Familiar --
Transactional() Unfamiliar //Familiar -- .
3. Listening ?
Clustering : .
Redundancy : , .
Reduced form : ('Djeetyet?' - 'Did you eat yet?'), (c I'll),
(d When will you be back?' '(I'll be back) Tomorrow, maybe.')
Performance variables : , , .
Colloquial language : , .
Rate of delivery : .
Stress/rhythm/intonation : .
Interaction : , , , , r
r .4. listening performance .
Reactive - choral drill.
Intensive - , . .
Responsive - short-stretch & .
Selective - scan .
Extensive - . Top-down .
Interactive - , , , role-play .
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5. Listening techniques .
four skill , listening .
.
authentic language & contexts .
.
: TPR, , ,
.
Listening strategy .
: , , , , ,
.
bottom-up top-down techniques .
bottom-up : , ,
, , , , .
top-down : , .
, .
.
bottom-up q .
Chapter 15. Teaching Oral Communication Skills
1. .
.
, , .
Language oriented . Message oriented .
: anxiety .
(interactive effect) .
2. c d ?
Clustering : .
Redundan
y : .
Redu
edform : .
Performan
e variables : , ,
.
Colloquial language : , , .
Rate of delivery : .
Stress/rhythm/intonation : .
Intera
tion
3. 'Tea
hing pronun
iation'
Audiolingualism ; .
70 : authenti
ity . . .
80 : / /
.
: , , : .
4. Pronun
iation .
: .
: .
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: (foreign accent) .
Exposure : , .
Innate phonetic ability : .
: , 2
.
good :
.
5. Speech Errors .
feedback , errors .
: , -
.
.
Hendrickson
global error ( )
: q .
local error ( )
: . .
6. Speaking performance .
Imitative
: .
.
drill guidlines
drill
drill
Intensive (self-initiated, work-activity )
: .
Responsive
: .
Transactional dialogue
: (transactional language)
(responsive language) .
Interpersonal dialogue
:
Extensive (oral report, short speech)
: oral report, summary, short speech.
7. Speaking Techniques
language-based message-based .
.
meaningful context, authentic language.
feedback correction
.
'
.
Speaking strategies .
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Chapter 16. Teaching Reading
1. Reading .
Reading =Psycholinguistic guessing game : Bottom-up (data-driven processing)
Schema theory and background knowledge : Top-down (conceptually driven)
schema
linguistic schema
: knowledge of the target language code
content schema
: one's store of concepts and expectations based on prior experience
formal schema
: understanding of how various kinds or types of descourse
: skill-based = bottom-up, // strategy-based = top-down.
Interactive model( )
,
, .
,
: q
:
physical text reader's knowledge and expectation
bottom-up model top-down model
.
.
. ,
, : .
, , ,
, ,
, ,
:
,
,
, , ,
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,
, ,
2.
Permanence : . .
Processing time : .
Distance : . ,
contextual clues . .
Orthography : (phoneme) (grapheme) .
, (read between the lines)
.Complexity : , .
Vocabulary : .
Formality : rhetorical / organizational .
3. Reading
: .
.
bottom-up decoding graphemic rules and patterns (beginning level)
: hint
grapheme-phoneme .
(intermediate & advanced level)
:
.
( ) .
skip.
.
Skimming
: . , ,
.
Scanning
: . academic reading scanning .
Semantic-mapping or clustering
: idea .
Guessing
: , , , , : .
competence gap .
Vocabulary analysis
: guessing .
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: top-down processing skill . ,
.
discourse markers
4. reading performance .
oral ( ) : - , // - ( )
(silent reading) : Intensive - // Extensive - .
intensive reading : linguistic & semantic .
skimming scanning .
extensive reading : skimming scanning .
5. Reading Techniques .
reading skill .
: guideline .
. (real life )
: , , . .
Authentic language & context .
simple text : , , .
simplifying of doctoring up : ( )
simplified text : .
.
bottom-up / top-down .
pre-reading / during-reading / after-reading technique . (2000 )
pre-reading : , schema : (guessing game),
, .
during-reading : , (main idea) , ,
. .
after-reading : , , , ,
Chapter 17. Teaching Writing Skills
1. Writing skill .
Process vs Product
; .
, .
Pre-writing, drafting, rewriting, revision .
.
or feedback .
Contrastive Rhetoric
; , .
Authenticity - .
;Real writing () - . - .
Display writing()-, . - .
Written language .
Permanence : ,
.
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Production time :
.
Distance : :.
Orthography : .
Complexity : r , , , ,
.
Vocabulary : .
Formality : . , , ,
.
2. writing performance
Imitative or writing down. : () , , .
.
.
.
.
, , .
Intensive or control led : Controlled- . Guided writing, dicto-composition.
dicto-composition
: y .
. : .
Self-writing : , .
Display writing : , .
Real writing : .
Academic : ,
(peer-editing)
. Vocational/technical : ,
.
Personal : , , , .
3. Writing techniques .
.
.
. ( - )
.
.
Pre-writing, drafting, revising technique .
pre-writing stage : , brainstorming, group work, freewriting .
drafting/revising stage ; .
. . peer-editing(
)
technique . ( ex: idea , peer-edit )
, .
: , .
first draft
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global errors .
.
, , .
, .
approach .
: .
Chapter 18. Teaching Grammar and Vocabulary
1. Grammar q.
Grammar : sentence r.
Discourse rules : sentences r.
Grammar - Semantics - Pragmatics .
2. To teach or not to teach Grammar.
.
.
.
.
.
.
: .
: u fluency .
: .
skill : .
Register : informal context .
Needs and goals : .
3. How to teach Grammar issues
. - / q.
communicative feel / r -
, in CLT ?
; , . / chart, visuals / /r .
d ?
; q . .
errors ?
; .
4. Grammar Te
hniques
Using
hart- .
Using obje
t- .
Using map & drawings - : q , , .
Using dialogues- , .
Using written texts- .
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5. Grammar Sequencing in Textbooks.
communicative competence .
6. Vocabulary teaching.
.
.
bilingual dictionary .
strategy .
eUnplanned vocabulary" teaching .
Chapter 19. Creating Interactive, Intrinsically Motivating Tests
1. Testing and Teaching
Teaching testing .
Testing : Formal testing(summativetest) // Informal testing(formative)
formal testing : .
. informal testing : skill
. .
2. Signs of Hopein languagetesting
Intelligence: Gardner, Sternberg
Test / / , wholelanguage
skill, learning process, creative, , interactiveskill .
Performance-based testing. ( , )
; open-end problems. hand-on projects, students portfolio, labs, essay writing.
Interactivelanguagetesting.
; L/S , R/W , speaking, requesting, responding, interacting .
3. Intrinsically motivating tests.
Theprincipleof giving students advancepreparation
test .
.
.
.
.
.
.
Theprincipleof facevalidity
.
. test .
test . .
bias for best : , ,
, .
Theprincipleof authenticity
.
.
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The principle of c washback'
test .
formal test .
test .
narrative evaluation .
4. Test .
test
test .
draft your test.
revise your test.
,
feedba
k ( , , )
Washba
kd .
5. Test .
.
.
feedba
k .
.
.
.
'tea
hing' .
Chapter 20. How to Plan a Lesson
1. Obje
tives
.
.
.
2. Individual differen
es
q
.
, .
.
, .
Chapter 21. Classroom Management
1.
.
.
, .
.
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.
.
.
.
2.
.
interactive work .
.
peer-editing, feedback .
.
, .
3.
Rapport .
feedback.
.
.
.
.
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