영어교육방법론-SQ3R

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영어교육방법론-SQ3R

목차

● Intrinsic and extrinsic motivation
● Task-based
● Inductive learning
● Deductive learning
● Communicative Competence
● Negotiation of meaning
● ESL and EFL
● Authentic content
● Meaningful language
● Global error
● Local error
● Interlanguage
● False beginner
● Learning Styles
● Learning Strategies
● Writing process
● SQ3R
● Interactive approach
● Clustering

본문내용

1. What are some of the challenges a teacher in Korea has when attempting to create a mere interactive learning environment for students? Be sure to discuss the importance of communicative competence and negotiation of meaning in an interactive language-learning classroom.

Interaction is the collaborative exchange of thoughts, feeling, or ideas between two or more people, resulting in a reciprocal effect on each other. We send messages, we receive them, we interpret them in a context, we negotiate meanings, and we collaborate to accomplish certain purposes. To be formed this process, teachers have to compose interactive learning environment, also they have to develop questioning strategy repertoire. Because without teacher guidance, classroom interaction may be communicative, but it can easily fall prey to tangential chitchat and other behavior that is off-course from the class objectives.
When teachers organize repertoire, it has to be reflected that students learning request and ability of language masteries. Also they have to consider what students interests is and differences among individuals, age, the distinction of sex, cultural background, so all of the students have to participate in curriculum.
Then what is the challenges of EFL teacher?
Teacher questions have to give students the impetus and opportunity to produce language comfortably without having to risk initiating language themselves. Also teacher questions can serve to initiate a chain reaction of student interaction among themselves. If teacher questions is simple, more and more reaction dont continued.
And teacher questions provide students with opportunities to find out what they think by hearing what they say. As they are nudged into responding to questions about, say, a reading or a film, they can discover what their own opinions and reactions are. But some types of questions may discourage interactive learning. First, too much class time spent on display questions, students can easily grow weary of artificial contexts that dont involve genuine seeking of information. Second, a question that insults students intelligence by being so obvious that students will think its too silly to bother answering.

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