Methodology and Syllabus Flashcards
Audiolingual method
repeat aloud teacher’s utterances.
Sound is as important as form and order.
Dialogues center on communicative functions and are memorized
Through the practice oflg, the target linguistic system is learned
Lg is viewed as set of habits/ Errors must be prevented at all costs
Explicit grammatical explanation is generally kept to a minimum.
Total Physical Response
comprehension-based
predetermined lg.
Teacher A speaks and Ss respond physically
Teacher A models preposition use.
Lg practiced is predetermined by the teachers
Task-based instruction
communicative approach -> production 중심
목적은 communication (pragmatically)
1. focus on meaning (그래서 gap activity가 중요)- the gap motivates Ss to use lg in order to close it. / Lg is not predetermined
2. invloves real-world process of lg use in communicative contexts
3. engages cognitive processes ex)selecting,classifying, ordering,reasoning
4. communicative outcomes
5. It stresses the cooperative approach to lg learning rather than the individualistic approach
Teacher B employs fluency-based activities
In Teacher B’s class, Ss ar encouraged to communicate actively to exchange information.
Content-based Instruction
- CBI integrates the learning of some subject matter content into the learning of a 2nd lg.
- The 2nd lg is simply the medium to convey informational content of interest and relevance to the learner.
- Learners are focused on very usful, practical objectives as the subject matter is perceived to relevent to long term goals : increases intrinsic motivation
Adjunt model
Linked content and ESL course
Content mastery (in content class/ native and non-native) Lg skills and functions (in lg class/ non-native)
A content course alongside native English speaking Ss and a separate English course without native English speaking Ss.
Academic과 lg needs 충족위하여, English courses and content courses provide the same content base and share mutually coordinated objectives and assignments.
Immersion model
English is used as a medium of communication
To ensure that Ss attain grade-appropriate lg and academic acheivements in their 2nd lg.
목표) functional bilinguals
Theme-based lg instruction
Lg class is structured around themes or topics e.g.) topic - heart disease, noise pollution...
Sheltered content Instruction (content course)
primary purpose : help Ss master content material
non-native speakers
content mastery
English for Occupational Purposes
Target lg input is presented in a contextualized manner
Cooperative learning skills are necessary to complete the project
Key vocab and lg patters are selected based on Ss’ needs.
The activity has a lot to do with what Ss should be able to perform in the real world.
The teacher exposes Ss to differened degress of formality in using discipline-specific lg.
structuralism
Lg is viewed as a system of structurally related elements for the encoding the meaning.
It places lg structure at the center of a task.
It encouarges Ss to analyze lg structure to perform a task.
Lexical appoach 나중에 옮기기
the building blocks of lg learning and communication are not grammar,functions ,or notions but lexis.
Vocabulary is prized over grammar
MULTIWORD UNITS are learned and used as
A SINGLE ITEM
It promotes Ss’ lg learning by using a variety of lexical phrases in context.
CHUNK - lexical phrases as chunk
TBI procedure 기출표현
It winds down with work on specific lg features (focus on form)
It helps learners engage in completing taks collaboratively.
It includes opportunities for planned production.
It integrates language skills across the two task cycles.
PPP model
accuaracy -> fluency
It restricts lg use to predetermined lg items.
Product-oriented syllabus
수업 후 무엇을 얻을 수 있을까?
grammatical syllabus, funtional syllabus
It focuses on the predetermined lg items
Grammatical syllubus specifies what types of grammatical structures to teach.
Grammatical syllabus is based on the belief that grammar points should be taught in a fixed order
NF syllabus is sequenced according to frequencies of notions and functions in authentic English
Process-oriented syllabus
Task-based syllbus, Content based syllabus
One that specifies the learning experiences and processes Ss will encounter during a course.
Not pre-set
It focused on “how lg is learned” rather than “what is learned”
Content-based syllabus
Organized around thems,topics or other units of content.
It is designed to promote “experiential learning”
process-oriented syllabus
Lexical syllabus
Prefabricated phrases are given precedence over individual words.
Mixed level grouping
- Lower-level Ss can benefit from the help given by higher level Ss.
- Higher level Ss can make their kn. more concrete by explaining it to others.
Low level Ss를 위해 simplify the task 방법
To make it more doable for the lower level Ss
- Prepare the easier version of the task by simplifying the difficult words or structures.
- giving mor hints for answers.
Reflective teaching
self-examination for professional develpment
Looking at (investigating) what you do in classroom, thinking about why you do it, and thinking about it it works.
Teaching log
Peer obeservation (inviting a colleage)
recording lesson
Student feedback
Error treatment - individually
Individually : clarification requests (implicit) -> Ss notice the error -> self correction / ECC - indiciate erros
Rationale
- maintain the flow of Ss’ communication by not interrupting the activity
- foster autonomy and responsibility
- help Ss to become better at self-monitoring
Error treatment - in pairs
In pairs : peer feedback w/ checklist
/ Online bulletin board 에 transcript 올리기 -> peer’s error correction through comments
Rationale
- Less threatening than the T’s direct feedback
- Create cooperative learning environment
pedagogical task
the task is used in the classroom
the last two steps are designed to equip Ss with the”communicative language needed for accomplishing the target task of giving someone directions”
최시원 4주차
