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Theories, Teaching Models, Analysis (2017-07-17) (학습은 인지구조 內에서 발생…

- - - - discrete points DETACHABLE
        
        Structuralism
        
        :left_right_arrow: WLA
        
        "언어는 개별항목의 총합"
        
        떼어낼 수 있다
    - - Habit Formation(Conditioning)
        
        S-R-R Theory
        
        :three: Reinforcement
        
        :no_entry: 한 번도 강화받지 못한 표현도 사용
        
        학습자 나름의 규칙
        
        학습은 인지구조와 관련이 있다
        
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        cf. Interlanguage
        
        :thought_balloon: "goed"
        
        Error correction
        
        :no_entry: Error correction 없이도 native 수준까지 언어습득
        
        ∵ systemacity in language learning
        
        immediate
        
        error = 'bad habit should be got rid of' :frowning_face:
        
        cf. Contrastive Analysis
        
        Fossilization
        
        only toward correct response
        
        :one: Stimulus
        
        외부에 대한 관찰
        
        "Tabula Rasa"
        
        :two: Response
        
        Imitation/ Repetition
        
        :no_entry: Rote Learning
        
        Working memory
        
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        실제 언어사용 상황에 대한 고려 無
        
        cf. Meaningful Learning
        
        :thought_balloon: minimal pairs/ pattern drills
      - grammar instruction
        
        implicitly
        
        Focus on Forms
    - - :check: Error
        
        inacceptible bad habits :frowning_face:
        
        ∵ learning = habit formation
        
        원인: L1's Interference
        (=Negative transfer)
      - :ballot_box_with_check: 단계: Description → Selection → Contrast → Prediction
      - 분류
        
        Strong Version
        
        :ballot_box_with_check: 목적: 학습 前 오류 예측
        
        Weak Version
        
        :question: "Cross-linguistic Influence"
        
        :ballot_box_with_check: 목적: 학습 後 오류 원인 분석
        
        오류의 원인은 다른 것도 있다
        
        Error Analysis로 발전
    - - SLT
- - - - Learner-centered
        
        Learner Autonomy
        
        T = Facilitator
        
        Needs Analysis
      - 상대주의적 지식관
        
        "지식의 재구성"
        
        :check: 사회문화적맥락 內,
        자신의 경험을 바탕으로,
        사회적 상호작용을 통해
        
        Social Interaction
        
        반드시 Social Context 內에서
        
        언어의 직접적인 사용
        
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        Schematic Knowledge
        
        :school: Individual difference 인정
        
        학습결손 예방, 적극적인 도움
        
        Level-differentiated Instruction(수준별학습)
        
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        cf. <Gardener, Multiple Intelligences>
        
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        cf. Learner Variables
        
        :school: 최소한의 선험지식수준 평준화
        
        Advanced Organizer
        
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        학습결손 방지
        
        Meaningful Learning
    - - 언어사용목적의 변화:
        Communication
        
        WLA STRUCTURALISM VS. WHOLE LANGUAGE APPROACH
        
        실제 언어 사용, meaning에 초점
        
        Function
        
        cf. <Halliday, 7 Language Functions>
        
        Notional Functional Syllabus, CLT
        
        Instrumental
        
        Regulatory
        
        Representational
        
        Interactional
        
        Personal
        
        Heuristic
        
        Imaginative
        
        supersentential
        
        "between the lines"
        
        "언어는 불가분의 한 덩어리"
        
        :school: 통합수업모형
        
        4 skills integration
        
        Communicative Competence
        
        ↔ Linguistic/Grammatical competence(Chompsky) 촘스키는 설명 못해 #
        
        :check: 원활한 의사소통을 위해 필요한 능력
        
        L1 습득 시 보여지는 "rule-governed creativity" 설명 가능
        
        :Star: 4 구성요소
        
        :one: Linguistic/Grammatical competence
        
        sentential level
        
        :thought_balloon: voca, grammar, syntax, phoneme..
        
        말이 되는 말
        
        :two: Discourse competence
        
        discourse(intersentential) level
        
        관련 있는 말
        
        :thought_balloon: cohesion, coherence..
        
        :three: Socio-linguistic competence
        
        :thought_balloon: register, style...
        
        적절한 말(appropriateness)
        
        :four: Strategic competence
        
        communication strategies
        
        communication breakdown 방지 목적
        
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        못해도 보충할 수 있는 말
    - - :check: Discourse:
        "발화/글의 연속체"
        
        supersentential unit
        
        Discourse의 구성요소
        
        :one: Cohesion(결합력)
        
        (visible) Cohesive device
        
        grammatical
        
        Reference(Pronouns), Substitution,
        Ellipsis, Conjunction
        
        lexical
        
        Repetition, Synonyms,
        Superordinates, General words
        
        intrasentential relationship
        
        :warning:
        
        Cohesion ⊃ Coherence
        
        Coherence > Cohesion
        
        :two: Coherence(응집력)
        
        background knowledge of the world
        
        intersentential relationship
        
        invisible but functionally/ logically sequenced
      - 中 Conversation Analysis
        
        Classroom discourse(talk)
        
        T's question type에 따라
        
        Display question #
        
        :one: IRE
        
        :ballot_box_with_check: 목적: 평가(Evaluation)
        
        Initiation → Response → Evaluation
        
        가장 많이 사용
        
        :check: to elicit language practice
        
        :thought_balloon:
        
        Referential question
        (=Real-world question)
        
        :two: IRF
        
        :ballot_box_with_check: 목적: 소통(Authentic communication)
        
        Initiation → Response → Feedback(=Follow-up)
        
        바람직
        
        :check: to ask for information
        
        :thought_balloon:
        
        "follow-up" can be either Evaluation or Feedback
        depending on situations
        
        :school: IRE → IRF로 전개해야
        
        fewer display Q, more referential Q
        
        more communicative
        
        :check: 말하기 수업 중 classroom talk을 분석
        
        :ballot_box_with_check: 목적: Socio-linguistic Competence ↑
        
        cf. Communicative Competence 中 #
        
        :ballot_box_with_check: 단계:
        :ONE: Attention getting (주의 끌기)
        :two: Topic nomination (주제 선정)
        :three: Topic development (대화 전개)
        :four: Topic termination (주제 종결)
    - - :star: Long, Interaction Hypothesis
        
        Interaction-based Language Learning & Teaching 뒷받침
        
        :thought_balloon: CLT
        
        current approach
        
        Interaction(Meaning negotiation) 강조
        
        :last_quarter_moon_with_face: 초기
        
        more comprehensible input
        
        (How) (Modified) Interaction 강조 SMOOTH COMMUNICATION VS. ERROR CORRECTION
        
        :check: :speaking_head_in_silhouette: Input modification
        
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        :check: :couple: Interaction modification
        
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        :thought_balloon: teacher talk
        
        :ballot_box_with_check: 원활한 의사소통 → facilitate L2 acquisition
        
        :check: Comprehensible input
        
        ≠ Krashen's
        
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        :warning: defined by the counterpart's reaction
        
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        :full_moon_with_face: 후기
        
        more comprehensible(pushed) output
        
        (How) Corrective Feedback 강조
        (=Negative, Cognitive ~)
        
        구분
        
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        :ballot_box_with_check:error correction →
        communication breakdown 방지 →
        facilitate L2 acquisition
        
        Swain's Output Hypothesis
        
        :no_entry: Krashen, Input Hypothesis 부인
        
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        (Comprehensible)Pushed Output #
        
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        :warning: 상호작용하는 대상에 대한 언급은 x
        
        cf. Vygotsky
        
        "Collaboration"
        
        with more capable peers/ adults
        
        "Cooperation"
        
        with anyone
      - Vygotsky, Sociocultural Theory
        
        ZPD
        
        :check: 단독 X, scaffolding을 통해 달성가능한 범위
        
        Scaffolding
        
        :check: interactional support from more capable peers or adults
        
        inter-mental activity를 intra-mental activity로 가능하게 하는 것
        
        cf. 인지주의는 scaffolding이나 상호작용 필요 없다고 봄
        
        self-regulation에서 other-regulation으로
        가야 한다고 생각했으므로
        
        학습은 (상호작용이 아니라 개인의) 인지구조 내에서 발생
        
        인지주의 용어로 설명하면
        other-regulation에서 self-regulation으로
        
        cf. Peer Scaffolding
        
        :check: 십시일반, 전적인 도움 X
        
        :thought_balloon: 임용 스터디
  - - - 언어학습에는
        systemacity(체계성)이 있다
        
        Rule
        (=language system/ form)
        
        문법교육의 시초
        
        explicit grammar instruction
        
        "Rule-governed Learning
        (규칙지배학습)"
      - Learning ability
        
        잘 활용할수록 성공적
    - - Meaningful Learning
        (Ausubel)
        
        Subsumption
        
        schematic knowledge activation
        
        how?
        
        pre-activity
        
        Advance Organizer
        (선험조직자)
        
        1 more item...
        
        cf. Schema theory
        
        long-term memory
    - - :check: Error
        
        a part of learning,
        which is inevitable and should be accepted :smiley:
        
        :ballot_box_with_check: 오류의 원인
        
        :one: Interlingual transfer
        (=Interference)
        (언어間)
        
        언어는 1대1 대응이 아니다
        
        :two: Intralingual transfer(언어內적)
        
        Overgeneralization
        
        :three: Context of learning(학습환경)
        
        :thought_balloon: 교재, 교사
        
        :four: Communication Strategies
        
        :ballot_box_with_check: 오류의 범주
        
        :open_mouth: Overt error
        
        :thought_balloon:
        
        substitution
        
        addition
        
        omission
        
        misordering
        
        :new_moon_with_face: Covert error
        
        :thought_balloon: due to communication breakdown
        
        Global error
        
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        Local error
        
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        Error correction
        
        :school: 방향) T's feedback → L's self-correction
        
        T's Feedback
        
        :ballot_box_with_check: 분류
        
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        :warning: cf. hyper correction: 과도한 수정
        
        학습자의 언어적 수준과 정서적 측면을 고려해야
        
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        오류수정기준은 학습목표에 따라 다름
        
        :check: U-shaped learning
      - :ballot_box_with_check: 목적
        
        Error 분석
        
        Learner interlanguage에 대한 정보 수집
        
        for better interlanguage
    - - 특징
        
        :three: dynamic
        
        끊임없는 변화, 수정
        
        :one: systematic
        
        :two: variable
        
        상황에 따라 correct, incorrect
      - 발달단계
        
        :one: Presystematic stage
        
        random errors
        
        :two: Emergent stage
        
        학습 발생 시작
        
        Backsliding
        
        :check: seem to have grasped a rule yet regress to previous stage
        
        정서적/상황적 요인
        
        ?
        
        systematic errors의 시작
        
        지적 시 수정 불가능/ 거부
        
        :three: Systematic stage
        
        systematic errors
        
        지적 시 수정 가능
        
        :four: Stabilization stage
        (Postsystemaic stage)
        
        Fossilization
        
        :school: 지속적으로 출현하는 오류인지
        일시적인 실수인지 구분,
        적절한 피드백을 주어야
        
        cf. Mistakes vs. Errors
        
        Error의 원인
        
        교사 변인
        
        :question: lack of negative errors for S's self-monitoring
        
        consistent positive feedback despite errors
        
        :question: 교실 안에서 FFI가 이뤄지지 않았을 경우(meaning에만 초점)
        
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        학습자 변인
        
        insensible to T's negative feedback
        
        fluent
        
        rare errors
        
        지적 없이도 self-correction 가능
    - - McLaughlin, Information Processing Model
        
        실제 언어 학습상황의 4범주
        
        Focal/ Controlled
        
        특정 형태를 새로 배울 때
        
        Focal/ Automatic
        
        특정 형태에 필요에 따라 집중
        
        Peripheral/ Controlled
        
        형태에는 신경 안 쓰지만 의식할 때
        
        Peripheral/ Automatic
        
        형태에 무의식적으로 반응, 자유로운 언어 사용
        
        Attention to Form(형태에 대한 집중)
        
        Focal attention
        
        Peripheral attention
        
        Information processing
        
        :check: Automatic Processing
        
        permanent
        
        Long-term memory
        
        subconsciously
        
        :check: Controlled Processing #
        
        contemporary
        
        Working memory
        
        consciously
        
        학습 초기
        
        interface position
        
        :star: meaningful learning/ practice #
        
        through Restructuring(재구조화)
        
        Explicit/ Implicit Knowledge
        
        같은 개념, 다른 관점
        
        cf. Krashen's Acquired/ Learnt Knowledge
        
        :no_entry: Non-interface position
        
        1 more item...
        
        cf. Declarative/ Procedural knowledge
        
        :arrows_counterclockwise: Interface position
        
        through meaningful learning
        
        with natural communication
  - - - Krashen, SLA Model
        (Second Language Acquisition)
        
        <Krashen, Input Hypothesis (5)>
        :<3: MANIAK으로 외우기
        
        :two: Acquisition-Learning Hypothesis
        
        :beer_mugs: Acquisition/ Acquired knowledge
        
        (how) natural communication
        
        subconsciously
        
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        :three: Natural Order Hypothesis
        
        predictable & systematic in learning
        
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        :four: Input Hypothesis
        
        Optimal input
        
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        :unamused: Silent Period
        
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        :books: Learning/ Learnt knowledge Non-interface position
        
        (how) formal instruction
        
        consciously
        
        2 more items...
        
        :one: Monitor Hypothesis
        
        아예 부정적으로 보진 않음
        
        cf. 관련 개념
        
        Declarative/ Procedural knowledge
        
        McLaughlin, Information Processing model
        
        Explicit/ Implicit knowledge
        
        :five: Affective Filter Hypothesis
        
        :smiley: low
        
        high motivation
        
        high self-esteem
        
        low anxiety
        
        minimalized error correction
        
        :no_entry: 비판
        
        toward the Input Hypothesis
        
        Output의 중요성 간과
        
        계속 silent period에 머무르는 학습자도 有
        
        구체적인 지도방법 X
        
        cf. Swain, Output Hypothesis
        
        (Long) No certain standard to indicate "i"
        
        Individual difference 간과
        
        Not all inputs can be converted to intake
        
        different learner variables/ abilities
        
        explicit grammar instruction, error correction의 중요성 간과
        
        Not focused on Learner's role
        
        수동적인 학습자관
        
        toward the Acquisition-Learning Hypothesis
        
        Interface position(Cognitivism)
        
        through meaningful learning
        
        :school: T's role
        
        offer comprehensible input
        
        lower S's affective filters
        
        :thought_balloon: minimalized error correction, no explicit grammar instruction, 무조건적 긍정적 존중