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How to Teach Productive Skills (2017-07-17) (:loudspeaker: Speaking (…
How to Teach Productive Skills
(2017-07-17)
:loudspeaker: Speaking
:star: Communicative Competence
:three: Socio-linguistic Competence
"appropriateness"
미숙한 interlanguage 보완 역할
:four: Strategic Competence
Communication Strategies
:two: Discourse Competence
:one: Linguistic/Grammatical Competence(Chompsky)
:Star: How to deal with reluctant speakers
Problems(Why?) & Solutions
:ONE: High inhibition(=defensive system)
too weak 2nd language ego
worried about losing face
shyness
:memo: Solutions
lower inhibitions
groupwork (rather than whole-class work)
same ability grouping
:TWO: Nothing to say
:memo: Solutions
interesting topics and tasks
clearer purpose of tasks
:star: :three: Low/ Uneven participation
:memo: Solutions
발화기회를 골고루 갖도록
:four: Too much mother-tongue use
due to "code-switching"
:memo: Solutions
keep Ss speaking L2
T's intolerance of silence
T's incomprehensible input
:star: Error treatment
기본 입장
error은 당연한 것
미숙한 interlanguage
적절한 error treatment가 중요
Principles for Teaching Speaking Successfully
Offer communicative task that involve meaning negotiation
Personalization
#
:thought_balloon: needs analysis, observation, surveys...
"Notice the gap"
Consider affective factors
lower inhibition, strengthen language ego
increase accomplishment(성취감 증진)
level of task are neither too easy nor too difficult
simple and easy → complicated and difficult task
supportive environment
T's skillful class management
T's always positive feedbacks
:thought_balloon: Nice try! But...
high motivation
interests, needs, real-life info
encourage risk-taking
meaning(fluency) based activities
meaningful learning
clearer class objective
well-sequenced tasks
meaningful activities
:star: Accuracy vs. Fluency
:arrows_counterclockwise: complementary relationship
But, in speaking...
Fluency first, Accuracy second
:pushpin: Accuracy-based
Pattern drills
types
:one: Mechanical ~
:two: Meaningful ~
:three: (Form-focused) Communicative ~
有 error correction
有 teacher interruption
:speaking_head_in_silhouette: Fluency-based
Group work
:smiley: 장점
interaction ↑
more embracing affective climate
learner responsibility & autonomy ↑
a step forward individualizing instruction
than whole-class
:frowning_face: 단점
T has no control in class management
use of L1 ↑
due to interlanguage
errors can be reinforced in small groups
Fossilization
uneven participation
different learning styles
different language abilities
無 error correction
無 teacher interruption
Models
Beginners
PPP
accuracy-based
:one: Presentation
with meaningful context
target form
:two: Practice
fluency-based
:three: Production
Intermediate
TBI
fluency-based
:one: Pre-task
:two: Task cycle
accuracy-based
:three: Language focus
Activities/ Tasks
:star: types(개념, 절차)
Information gap
주로 pair work
Jigsaw
expert group
same info
jigsaw group
different pieces of info
주로 group work
Simulation
in realistic environment
Role-plays
Ss given particular roles
Opinion-gap activity
:thought_balloon: discussion
Reasoning-gap activity
maximize language use
steps
:check: make an inference based on given info
difficulties
:star: 영향을 주는 요인
:one: Text(content)
:three: Learner
:two: Task
:star: Error treatment
What & when
according to the objectives of class
fluency-based(meaning)
in follow-up stage
accuracy-based(form)
immediately
:warning: Hypercorrection
:Star: How
Negative(Corrective) feedback
Indirect(Implicit)
Recast
Clarification request
Direct(Explicit)
Explicit correction
Pinpointing
Guided feedback
Metalinguistic feedback
Elicitation
빌덥 1 내용 참고하기
Teaching Conversation
Social-linguistic competence (Appropriateness)
대화의 단계
Attention getting(opening)
Topic nomination
Topic development
Topic termination(closing)
Direct/ Indirect approach
대화자들의 관계
:Star: Teaching Pronounciation
배경
accuracy
ALM
segmental
native -like pronounciation
fluency
CLT 초기
suprasegmentals
fluency + accuracy(inteligibility)
CLT 후기(current)
segmental + suprasegmental
intelligibility
approaches
Bottom-up
contextualized (meaningful) minimal pairs
문법이 발음에 영향을 미치는 경우
Top-down
intonation, rhythm, stress
Balanced view
:writing_hand::skin-tone-2: Writing
:star: approach
Product-oriented approach
반대
**
개념 및 특징
글쓰기란 하나의 완성본을 만들어내는 것
quality > quantity
model essay
immitate, copy, or partly transform
error-free
the final product
:arrow_up_small: Bottom-up
cf. Structuralism
T-centered
주로 controlled writing
#
:Star::school: Process-oriented approach
개념 및 특징
글쓰기란 생각을 표현하는 과정
quantity > quality
여러 번의 draft, revision
:star: collaboration
cf. CA
다양한 관점 수용
authenticity 확보
:arrow_up_small: Top-down
cf. WLA
S-centered
3 steps
:one: Pre-writing
특징
쓰기 전 준비
background knowledge 형성
:thought_balloon: reading 자료 주기
1 more item...
다양한 아이디어 공유
주로 group work
content/ organization
에 초점
activities
Brainstorming
Freewriting(=quickwriting)
for a specific time(5-10 min)
No focus on accuracy
T can provide an opening clause or sentence
Clustering(=wordmapping)
:question: cf. Semantic mapping
:check: key word 중심으로 떠오르는 단어 맵핑
우뇌 자극(시각)
:two: While- & :THREE: Post-writing
accuracy/ appropriateness
에 초점
activities
Peer-review
주로 after the first draft
첫번째 퇴고니까
T가 checklist 주기
1 more item...
Proofreading
linguistic points에 초점
제출하기 바로 전
Conferencing
:warning: 유동성
필요하면 언제든지 다시 돌아갈 수 있음
:star: Feedback(for self-revision)
기본 원리
Content 먼저, Form 나중에
read the whole piece through first
ECC 쓸거면 make sure Ss are familiar with them
#
self correction 유도
in details
(T) indicate → (S) self-correction
cf. Affective filters
don't judge
강점 먼저 칭찬
약점에 대한 건설적인 조언
how to deal with errors
Proficiency level/ Objectives 고려
(What) certain errors/ all errors
(How) correct / simply indicate
how
:ONE: Error Correction Code(ECC)
장단점
:frowning_face: 단점
only linguistic points
학습자 스스로 오류를 찾아내야하고 이해해야 함
:smiley: error의 종류와 위치를 지적
:ballot_box_with_check: 표 보고 대강 알아놓기
:THREE: Written comments(=Narrative feedback)
diagnostic info 제공
강약점
for writing skill improvement
:warning: affective domain 고려
강점 먼저 칭찬
약점에 대한 건설적인 조언
Content 먼저, Form 나중에
:STAR::FOUR:Conference
#
장단점
:frowning_face: 실용성 ↓(시간)
:smiley: :TWO:보다 명확한 의사전달과 의사소통 가능
techniques
(S) read-aloud, Q&A
self-revision 유도
(T) note-taking
교수학습 개선
다음 학습의 Pre- 에서 활용
:warning: affective domain 고려
강점 먼저 칭찬
약점에 대한 건설적인 조언
:TWO: Checklists
contents/ organization/ linguistic points
T / Ss
Control content or form?
(학생자유도에 따라)
:school: from "controlled" to "free writing"
:one: Controlled(intensive) writing
확장
BOTH content & form
linguistic points에 초점
주로 평가 목적
only one answer
:two: Guided writing
content OR form
alike answers
activities
:THREE: Q&A
:TWO: Sentence combine
:check: 둘 이상의 문장 합치기
:thought_balloon: 접속사, 분사 이용
syntactic fluency ↑
:ONE: :star: Dicto-composition
cf. Dictogloss
L + W
Listening에 초점
:check: T가 text를 2~3번 들려준 후 S가 재구성
L + W
Writing에 초점
:thought_balloon: 임용논술
:three: Free writing
activities
:star: Dialogue journal
개념 및 특징
T와 S의 대화노트
수업에 대한 S의 개인적인 생각
:warning: 평가, 수정 X
indirectly하게는 할 수도
장점
어떤 수준/상황에도 적용 가능
rapport with T
personal input + T's feedback
L2 ↑
교수-학습 개선
low affective filter
평가 목적 X
meaning-focused
no error correction
NONE