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Teaching by principles 3/E Chapter 11 Techniques and Materials

■ Techniques Redefined1. Task- 특화된 교수기법(a specialized form of techniques) 혹은 의사소통적 교육과정에 밀접하게 연결된 일련의 교수기법(series of techniques closely allied with communicative curricula) ⇒ 의사소통적 목표(communicative goals)를 가짐.- its focus on the authentic use of language for meaningful communicative purposes beyond the language classroom2. Activity- virtually anything that learners do in the classroom; a reasonably unified set of student behaviors, limited in time, preceded by some direction from the teacher , with a particular objectives- role play, drills, games, peer-editing, small-group information-gap exercises…3. Procedure- Richards and Rodgers(2001): 특정 방법에 따라 언어의 교수에 사용하는 실질적 순간순간의 교수기법, 실천, 행동들. the actual moment-to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method.4. Practice, behavior, exercise, strategy .. ⇒ technique5. Technique- a superordinate term to refer to various activities that either teachers or learners perform in the echanical drill (repetition drills): 흔히 합창식(chorally)은 개별적(individually)으로… 단군반복훈련(simple repetition drill), 대치훈련(substitution drill), 이동식대치훈련(moving slot substitution drill) ‘p. 183참고’ ⇒ Mechanical drills have only one correct response from a student, and have no implied connection with reality; repetition drills require that the student repeat a word or phrase whether the student understands it or not.- Meaningful drill: may have a predicted response or a limited set of possible responses, but it is connected to some form of reality.- Communicative drill (form-focused communicative drill) ‘p183’: tries to force students to use a special form, but allows them to choose meaningful replies ⇒ focused on communicative reality than the form- drill은 특히 초급단계의 학생들이 구조적 문형, 리듬 및 일부 발음 요소를 확고히 하는데 유용하지만 언어교육의 의사소통적 접근방식 근거하여 필요에 의해 드물게 사용되어야 한다.3. Controlled to free techniqueControlledFreeTeacher-centeredStudent-centeredManipulativeCommunicativeStructuredOpen-endedPredicted student responsesUnprpose of lesson4. Content explanationGrammatical, phonological, lexical, sociolinguistic, pragmatic5.Role-playdemonstrationBrief illustration of language or other content6.Dialogue/Narrative presentationReading or listening passage presented for passive reception7. Dialogue/Narrative recitationReciting a previously known or prepared text8. Reading aloudReading directly from a given text9. CheckingCirculating or guiding the correction of students' work, providing feedback as an activity10. Question-answer, displayPrompting of student responds by means of display question HYPERLINK "" l "FOOTNOTE3#FOOTNOTE3" 3)11. DrillFixed patterns of teacher prompting and student responding with repetition, substitution, and other mechanical alterations12. translationProvision of L1 or L2 translations of given text13. DictationWriting down orally presented text14. CopyingWriting down text presented visually15. IdentificationPicking out and producing/labelling, identifying a specific target form, funcorm and reinterpret the language or information)25. Information exchangeTask involving two-way communication as in information-gap exercise26. Wrap-upBrief teacher- or student-produced summary27. Narration/expositionPresentation of story or explanation derived from prior stimuli (distinguished from Cued narrative-lack of immediate stimuli)28. PreparationStudent study, silent reading, pair planning, rehearsing preparing for later activityFree techniques29. Role-playFree acting out of specified roles and function (distinguished from Cued dialogue - cues are provided only minimally at the beginning)30. GamesVarious kinds of language game activity31. ReportStudent-prepared exposition on books, experiences, project work without immediate stimulus32. Problem solvingActivity involving specified problem and limitations of means to resolve it33. DramaPlanned dramatic rendition of play, skit, story etc.34. SimulationComplex interaction between groups and individuals based on simulation of real-l(교과서가 언어와 언어학습에 대해 현재 알려져 있는 사항을 반영하고 있는가? - 타당도, 언어의 진정성, 주제, 상황 문맥의 흐름과 적절성, proficiency 수준 등)6. Quality of practice material (연습문제의 다양성, 지시문의 명료성, 학생들을 능동적으로 참여하게 하는 정도, 문법과 기타 언어적 설명이 귀납적 혹은 연역적인지, 복습 자료가 충분한지)7. Sequencing (교과서 순서 - 문법구조 혹은 상황, 기능, 또는 위의 몇 가지를 종합한 순서인가?)8. Vocabulary (교과서가 단어 및 단어 학습에 충분한 관심을 기울였는가? - 관련성, 빈도, 단어분석 책략)9. General sociolinguistic factors (영어의 다양성-미국, 영국영어, 방언, 국제적 변이형, 문화적 내용- 문화적 편견-을 고려했는가?)10. Format (교과서가 attractive, usable, durable한가? - 철자의 명료성, 특수기호 사용여부, 삽화의 질과 명료성, 일반적 layout, 교과서의 크기와 제본, 편집의 질, 색인, 목차, 각 장의 제목 등)11. Accompanying materials (유용한 보조자료-workbook, poster, flash cards, tapes, tests등이 있는가?)12. Teacher's guide (교사용 지침서-방법론적 안내, 비원어민 교사를 위한 적합성, 대안 & 보충 연습 문제, 정담 등이 있는-가 유용한가?)■ Other Texts And Visual Aids- Text와 textbook의 차이점.• text : 언어형태의 모든 양식 및 장르. 구어 or 문어.textbook : 교육과정에 사용되는 text의 한 유형.교실에서 사용할 수 있는 다양한 text들 : signs, schedules, calendars, ads, menus, memos, notesOther visual aidsTeacher resource books : specially designed GE 1

교육학| 2009.10.08| 6페이지| 1,500원| 조회(641)

교수기법, TBP Chapter 11, teaching by princip, TBP 교수기법

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