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How to Teach Receptive Skills (2017-07-10) (:book: Reading (:star:…
How to Teach Receptive Skills
(2017-07-10)
:ear::skin-tone-2:Listening
:star: 3 steps
:three: Post-listening
2 목적
comprehension check-up through Ss' responses
:one: 모르는 부분 강화
:two: skill integration
activities
Dictogloss
특징
3 more items...
steps
:star: Information Transfer
ex)
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without extra burden about other skills
Dictation
들은 내용을 그대로 받아쓰거나 또는 L1/L2로 바꾸어 쓰기
Discussion
Summarization
:one: Pre-listening
purpose
while-listening 中 comprehension ↑
schematic knowledge activation
content/ formal(+linguistic)
language preparation 포함
#
activate top-down processing
to motivate
:school: activities
content schemata
personal questions
visual materials
Brainstorming
:warning: accept every ideas without criticism
about a topic
setting up an authentic and clear reason to listen
Pre-set questions
pre- 때 질문, while- 때 듣고 답하기
자연히 '예측하며 듣기'
active listening
:warning: post- 때 질문을 주면 only 기억에만 의존
linguistic schemata
language preparation
Pre-teaching vocabulary
내용 이해에 방해가 된다고 판단될 경우
:two: While-listening
MUST have well-designed activities
6 Types of intensive listening performance
(교실 내 이루어지는 듣기 활동)
목적에 따른 분류
:star: :two: Intensive listening
focus on certain components of discourse(담화 전체 X)
:thought_balloon: phonemes, words, intonation, discourse markers, etc
특정 요소를 각인시키기 위해
:arrow_up_small: Bottom-up processing
shorter material
:three: Responsive listening
T's role
to elicit immediate responses
S's role
to process the T talk and to fashion an appropriate reply
:thought_balloon:
How are you today?
What did you say?
Take out a textbook and a pencil.
:star: :four: Selective listening(선택적 듣기)
for certain info
Scanning 이용
:heavy_plus_sign: FI 학습자에게 유리
모든 정보 다 들을 필요 X
:arrow_up_small: Bottom-up processing
longer material
length of material
:thought_balloon: 연설, 방송, 이야기 등
:star: :five: Extensive listening
다른 개념#
:arrow_down_small: Top-down processing
#Top-down vs. Bottom-up processing
gist
:thought_balloon: 강의를 듣고 전체적인 메시지 이해하기 등
:six: Interactive listening
can include all five above types
through authentic communicative interchange
integrated with speaking skill
:thought_balloon: discussion, debates, conversations, role plays, etc.
:one: Reactive listetning
뭐가 다르니?
to repeat it back to T(교사의 말을 따라하게 하기 위한 것)
limited S's roles
rote learning
:thought_balloon: pronounciation, drill
:<3:
REI, SIR
Types of Talks(text)(목적에 따라)
:one: Interactional(=Interpersonal)
for communication(소통)
person-oriented
:two: Transactional
2가지가 섞일 수 있음
to convey information(정보전달)
message-oriented
:school: provide both types of talk to practice
:star: :school: Listening Strategies(While- 中)
cf. SBI
:three: Skimming
tasks related to the main idea/ gist
:thought_balloon: T/F, Yes/No, open-ended Qs, 맞는 그림 고르기
top-down processing
:four: Scanning
tasks related to specific info
:thought_balloon: jigsaw, fill in ~, check off, correct misinfo, draw pic, T/F
bottom-up processing
:five: Listening for details
main idea + specific info (:three: plus :four:)
:six: Making an inference
tasks related to "listening between the lines"
:thought_balloon: problem-solving, decision-making, discussions
intermediate ~ advanced level
가장 고난이도의 기술
:two: Listening to confirm predictions(=Monitoring)
:thought_balloon: check answers to pre- activities, match predictions
enable Ss to "notice the gap" between
what they are listening and what they are missing
:one: Predicting
같이 가야해
:warning: 유일하게 pre- 에서 지도
schema activation
active listening 도모
while- 中 comprehension ↑
:thought_balloon: discussions, guess words, look at pics, Qs, T/F,
brainstorming, pre-teaching vocabulary
:heavy_plus_sign::question: further reading
Responding
successful learners provide a relevant response
to the info presented in text(내용에 적절한 반응을 보임)
Clarifying
When they don't understand,
successful learners ask Qs/feedback to speaker to clarify
Evaluating
successful learners check how well they understood
by checking if they complete the task or not
at the end of the task
cf. During while- step, MUST have well-designed activities
:book: Reading
3 steps
:two: While-reading
genre에 따른 rhetorical structure 가르쳐주기
:three: Post-reading
:one: Pre-reading
approaches
:arrow_up_small: Bottom-up approaches
ex)
:four: :sound: Phonics approach
alphabet + pronounciation
:three: :pencil2: Linguistic approach
words containing the same spelling patterns
:thought_balloon: (-ate) communicate, facilitate, fabricate
:Two: :star: Basal approach(=A graded reader approach)
배울 내용을 철저히 control/ sequence
"readers are carefully graded and sequenced"
:thought_balloon: 아동용, 중학생, 고등학생, 성인용 고전문학
:one: :eyes: Sight words
present high-frequency words repeatedly
:thought_balloon: the, all, an, I
without decoding afterwards
tendency to rely on visual memory
:baby::skin-tone-3: 어린 학습자
starting from the smallest unit
focus on discrete/ linguistic points
cf. Structuralism
반대
less previous knowledge than grown-ups
:arrow_up_small: Top-down approaches
:person_with_blond_hair::skin-tone-2: 성인 학습자(중고등 포함)
schematic knowledge를 이용, gist부터 파악
:warning: schematic knowledge에 따라 comprehension 달라짐
meaning-focused activities 선호
ex)
:three: :Star: The language experience approach
이론적 토대
CA
Experiential Learning
언어를 직접 경험할 수 있는 기회 제공
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Episode Hypothesis
이야기 방식으로 구성된 material이 더 잘 기억/재생
장점
active reading 도모, highly-motivated
make their reading material by dictation
공통의 경험을 주제로
협동학습
:two: Literature-based approach
children's literature chosen by S
"extensive reading"
meaning-focused, interesting, enjoyable
:one: Whole Language Approach(WLA)
언어는 불가분의 한 형태
cf. CA
:thought_balloon: hands-on activities, field trips, project work
:star: Reading strategies
:two: Skimming
:thought_balloon: time-constraint 주기
:three: Scanning
같이 가야해: Skim → Scan
:warning: details 찾는 것과 달라!
모두 다가 아니라 필요한 특정 정보만
:one: Predicting
:warning: 유일하게 pre- 에서 지도
schema activation
:thought_balloon: 단어 뜻 추론, 지칭 추론 등
:four: Semantic mapping/clustering
:thought_balloon: 마인드맵핑
to provide order to a passage
정보를 효과적으로 정리하는 전략
:five: Making an inference
:thought_balloon: 주제를 적절한 속담으로 표현 등
"reading between the lines"
implied meaning
3 Types of intensive reading performance
(교실 내 이루어지는 읽기 활동)
:one: Oral reading
pronounciation check
bottom-up processing skills check
Silent reading
:two: Intensive reading
:three: Extensive reading
:warning: listening activities, strategies,steps와 비슷한 점 多,
특징적인 것만 알아둘 것
Characteristics of Receptive Skills
Schema Theory
人은 새로운 정보를 받아들일 때 schematic knowledge이 영향
:school: T's role: Schema activation
pre-activities
2 types of schematic knowledge
:one: Content schemata
:check: general knowledge toward the world
CA에선 얘를 더 선호
:two: Formal schemata
:heavy_plus_sign: :three:Linguistic schemata
:thought_balloon: discourse structure, rhetorical expressions, etc
:school: Active L&R/ listener& reader
(CA)
:check: "passively accept"(X), "actively accept"(O)
성공적인 언어학습(자)
How
:ONE: 3 steps (pre - while - post) 중 Pre-activity
:Two: 예측하며 ~하기(~하는 목적 有)
Extensive vs. Intensive
:tea: Extensive
outside the classroom(real-life)
for pleasure & general linguistic improvement
Ss select the text
T encourages
no focus on details
No (or minimal) activities
:smiley: 장점
highly motivated, interested
:star: :school: 극대화 방안
easy access
:thought_balloon: 아침 영어 오디오북/ 팝송, 학급/학교문고, after-school class/ club
minimal activity로 강제성 부여
:thought_balloon: 2~3줄 정도의 리뷰나 요약, 인기도서/팝송/미드 등 발표
:books: Intensive
inside the classroom
under T's lesson plan
T singles out the appropriate text
when necessary, material adaptation
:smiley: 장점
systematic and effective learning
for learning
cf. 6 Types of intensive listening performance
(교실 내 이루어지는 듣기 활동)
cf. 3 Types of intensive reading performance
(교실 내 이루어지는 읽기 활동)
:school: 궁극적인 지향점은 Extensive L&R
Bottom-up vs. Top-down
결론) Interactive processing
상황과 필요에 따라
두 가지 전략 모두 사용
:smiley: 성공적인 학습!
:school: 보통 activity는 Top-down → Bottom-up으로 전개
:arrow_up_small: Bottom-up Processing
의미 파악의 clue: schematic knowledge vs. descrete points
특징
linear, analytical
"data-driven"
:evergreen_tree: 나무 → 숲 :evergreen_tree::evergreen_tree::evergreen_tree:
discrete points → overall meaning
:arrow_down_small: Top-down Processig
특징
synthetical
CA에서 더 선호
through prediction, confirming, etc.
"concept-driven"
:evergreen_tree::evergreen_tree::evergreen_tree:숲 → 나무 :evergreen_tree:
use of schematic knowledge 多
to reconstruct the intended meaning
:school: While- L&R
activity를 통해 문제점 파악
Post- 에서 보충
:thought_balloon: 표면적인 정보를 틀린다면 bottom-up에,
분위기, 감정을 틀린다면 top-down에 문제 有
Text(input)
Text adaptation
:ONE: Authentic material
CA에서 선호
:TWO: Simplified material
:school: Authentic을 기본으로, 필요에 따라 Simplified를
Types of Input
"Finely-tuned input"
:check: carefully tailored for Ss' current levels
clear examples of target points
to teach targeted linguistic points
주로 simplified material과 연결
#
"Roughly-tuned input"
:check: approximately at Ss' current levels
주로 authentic material과 연결
#
:warning: 그렇다고 완전 authentic은 아니고
"Roughly-tuned"
may be beyond Ss' levels but still,
the whole passage is comprehensible
natural examples of language use
:school: Ss benefit from a combination of both
:star: :school: 3 Criteria of Choosing Text(지문선정기준)
:one: Suitability of content
interesting
challenging
appropriate for the goal
socio-cultural appropriateness
:two: Exploitability(탐구가능성)
integratable with other skills
exploitable for tasks
:question: real-life란 말인가?
:THREE: Readability
appropriate level
grammatical, lexical, structural
diagnostic test 사전 필요
:star: 5 Comprehension Levels
Bottom-up & text 內
:two: Reorganization(=reinterpretation)
떨어진 정보, 그대로 드러나있지는 않은 정보
부분적으로 재조합/해석하여 이해할 수 있다
elementary inferencing 요함
:ONE: Literal
지문에 표현된 그대로의 정보를 이해할 수 있다
Top-down, & text 內外
:three: Inferential(=interpretive)(추론하며 ~)
"between the lines"
schematic knowledge 사용
implied meaning 파악
:four: Evaluative(=critical)(비판적 ~)
맹목적 수용 X, personal judgement
주로 post- 에서
:five: Creative(=appreciative)
제시된 내용을 바탕으로 새로운 것을 창작할 수 있다
알아야 하는 이유
Ss' Comprehension Levels를 파악해야 하는 이유
While- activities 中
Ss' responses를 통해
Ss' problems in processing 파악
Ss' comprehension 정도 파악
Post- 의 lesson plan에 영향
integration?
부족한 부분 강화?
cf. Intake(수용)
:check: input + attention
안 되면 아무리 input이 많아도 소용 X
cf. :left_right_arrow: Krashen's Input Hypothesis