Fluency: delivering information quickly with knowledge. fluency and accuracy are continuum of language learning.
Accuracy : delivering information with no mistake.
The Silent Way: The teacher is silent and provides little help. Students are supposed to learn by doing and discover on their own.
Total Physical Response: Kids do a lot of listening and acting with little pressure to speak. the teacher directs the kids in action with imperative sentences.
The Natural Approach: The teacher provides comprehensible input and speech emerges when it is ready after a silent period.
Choral repetition: a kind of language drill to repeat a short phrase or sentence as a group.
Substitution drill : replacing practice. ex) I like chicken. I like pizza. I like spaghetti....
Syllabus: a written plan for a course.
Lexical approach: Words and words combinations are the essential factors in language learning. This approach emphasizes the vocabulary learning and collocations.
Task based learning : Tasks such as project, puzzle. problem-solving are the core of the learning. Through Students solve the task by themselves communicative goals can be achieved.
Language ego: the identity a language learner develops in reference to he or she speaks. Language ego is so fragile the teacher should show a supportive mood to students.
extrinsic motivation : anticipation of rewards from outside such as money, prize, grades, positive feedbacks.
intrinsic motivation: There's no apparent rewards except the activity itself. This is opposite to extrinsic motivation.
cognition: Cognition refers to the intellectual brain power. ↔ emotion
Automaticity: Ability to do something easily and quickly. This is related to the language fluency.
Meaningful learning: A process of relating new information to learner's background, intersets, and effective for long term retention. This is opposite to rote learning.
Behavioral motivation : To change Students action use rewards and punishment.
Drive theory of motivation: Motivation stems from basic innate drives. Those are explanation, manipulation, activity, stimulation, knowledge, ego enhancement.
Language culture connection: When the treacher teaches a languages he(she) also teaches cultural customs, values, and ways of thinking.
feedback : a useful information given from the teacher. it can be positive or negative.
Deductive learning: is a teacher centered learning. The teacher directly teaches language rules. ↔ inductive learning
Inductive learning : is a students centered learning. Students learn by doing. Discovery learning is a type of inductive learning. ↔ deductive learning
Strategic investment: Successful language learning depends on the students time and effort.
autonomy: Students take charge in their own learning. This involves language practice beyond the classroom situation.
Content based instruction : Teaching subjects(science, arts, math...) in English
Constructivist theory of motivation: Motivation derives from interactions with others as well as learner's self determination.
Willingness to communication: The intention to initiate communication through the target language. This needs risk taking.
interlanguage: language system that has an intermediate status between native and target language.
Realia : Objects from real life used for classroom instruction. ex) puppets, chart, money, menu, etc.)
PPP : A technique to teach dialogues, PPP is composed of 3 stages.
Present - the teacher introduces new dialogue
Practice - repetition & drilling under the teacher's control
Produce - students' production using what they learned
1.초등학교 : 우리때 영어사교육은 일부애들 이야기고 별로 영어와 관련된 공부는 해본기억이 없습니다. 우리때만 해도 국민학교라 불리던 시기라 영어는 초등학교 6학년때 abc 외운기억밖에.
2. 중학교 : 교과서를 외웠습니다. 영어로 읽고 그것을 한국어로 입으로 해석하고 또 영어문장 읽고 그런식으로 공부했습니다. 그렇게 교과서 한권을 영어지문 읽기-입으로 해석하기-영어지문 읽기.. 이런 3단계로 꾸준히 암기한 기억이 있네요. 그때는 그게 무슨 방법인지도 모르고 했는데 이게 통역기법중 하나인 sight-translation 기법이더군요. 그렇게 교과서 하나하나 암기한후 문법을 보았는데..
문법도 일단은 문장을 다 암기하고 그리고 나서 해석과 문법 설명을 보면서 역으로 맞추었습니다.
문장이 입으로 체화된 상태에서 문법적 사항을 논리적으로 바라보는것..
그때 이후로 문법공부는 따로 한적이 없습니다. 그리고 제일 중요한것 매일 외운 문장은 손으로
노트에 써보았던것.. 추후 영작의 기본이 되더군요. 해석이런것 모르는 것은 자습서를 적극 참고했구요..문법보다 먼저 이렇게 교과서 암기 최우선이었습니다.
3. 고등학교 : 중학교때 이런식으로 공부했더니 첫 모의고사 한개나 두개정도 틀립니다. 차차 난이도 높여서 수능 문제집도 이런식으로 영어문장 입으로 읽기-해석하기-영어문장 다시 읽기..꾸준히 했습니다.
입으로 해석이 안되면 해답지 참고하면서 해석합니다. 중요한 것은 완벽한 해석이 아닌 대충 의미만
맞으면 넘어가기.. 이때 부터는 본격적으로 쓰기를 합니다. 수능 지문 한개를 외우면 한개를 7번씩
써보기.. 그렇게 매일 2시간 정도 투자한 기억이 있네요. 수능은 언제나 만점정도..
4. 대학교 : 타임지 뉴스위크도 위와 같은 방법으로 했습니다. 그냥 노동이져. 문법,어휘,영작,말하기 다 됩니다. 영어회화 학원가서 영어도 배우지만 솔직히 배울게 없더군요..생활영어..
이미 중고등학교 거치면서 생산적인 능력이 쌓였기에..하고싶은 말이 자연적으로 조직됩니다.
결론은 영어텍스트 입으로 한문장씩 읽고 나서 해석을 입으로 하고 다시 그 문장 읽기..
그런식의 단순영어 공부 방법으로 성공했네요. 참고로 처음본 토익이 975점이 나왔습니다 그 당시에..
듣기는 따로 하지 않아도.. 테잎 몇개 듣고 익숙해지면..이미 구조화된 문장이 머리속에 입에 살아있어서
아무런 문제가 되지 않더군요.
neat 라는 시험... 별거 아닙니다. 공부방법은 정말 똑같습니다.
제가 하신 방법이 가장 효율적이라 자부합니다. 처음에 시도하면 버거워보여도..한글로 해석하기 입으로 다시 암기하기
정말 무서운 효과를 발휘합니다. 한국어와 영어사이의 syntax 갭(문장성분구조)을 점차 메꾸어 주더군요.
제글이 영어조기교육에 돈을 쏟아붓는 학부모님의 경제상황에 도움이 되길 바랍니다.
ps.대학다닐때 저 방법으로 과외해서 많은 아이들 성공시켰습니다. 문제집 1권만 저런식으로 공부하니
영어에 대한 구조에 눈을 뜹니다. 많은 문제집,학원은 무의미합니다. 믿고 따라해보세요 ^^
참 자그마한 댓글은 추후 제게 큰 힘이 됩니다. 댓글좀 부탁드려요 ㅋㅋ 댓글보니 기분이 넘 좋아서
The most important material for teaching young children is You !
4- Favorite songs
#4 Good bye song
Goodbye Song
Clap your hands Spin around Jump up high Ok! Clap your hands Sit down Stand up 1,2,3,4
Goodbye, goodbye, see you again Goodbye, goodbye, see you my friends Goodbye, goodbye, I had fun today I had fun today
Stomp your feet Shake your body Stand still Ok! Stomp your feet Turn left Turn right 1,2,3,4
Goodbye, goodbye, see you again Goodbye, goodbye, see you my friends Goodbye, goodbye, I had fun today I had fun today, I had fun today I had fun today Goodbye!
#3 What's your name?
Goodbye Song
Clap your hands Spin around Jump up high Ok! Clap your hands Sit down Stand up 1,2,3,4
Goodbye, goodbye, see you again Goodbye, goodbye, see you my friends Goodbye, goodbye, I had fun today I had fun today
Stomp your feet Shake your body Stand still Ok! Stomp your feet Turn left Turn right 1,2,3,4
Goodbye, goodbye, see you again Goodbye, goodbye, see you my friends Goodbye, goodbye, I had fun today I had fun today, I had fun today I had fun today Goodbye!
#2 The hello song
Hello Song Lyrics:
Hello, hello, hello Hello, hello, hello How are you?
Let's make a circle (x3) Good idea!
Let's walk this way(x3) Good idea!
Hello, hello, hello Hello, hello, hello How are you?
Let's clap our hands (x3) Good idea!
Hello, hello, hello Hello, hello, hello How are you?
#1. Let's count 1-10
Lyrics: Let’s Count 1 to 10
1 ,2, 3, 4, 5, jump! 6 ,7, 8, 9, 10, jump! 1, 2, 3, 4, 5 jump! 6 , 7, 8, 9, 10 (Repeat) Here we go 1,2,3, Step forward 1,2,3, Step back 1,2,3, Spin around 1 ,2, 3, 4, 5, jump! 6 ,7, 8, 9, 10, jump! 1, 2, 3, 4, 5 jump! 6 ,7, 8, 9, 10 Here we go 1,2,3,4,5,6,7,8,9,10
A balanced
language course should consist of four equal parts as below.
Meaningful focused input (Listen and Reading):
The features are receptive
learning, main focus is understanding the message, most of material is already
familiar to students, students must be interested in the material.
For examples:
Extensive reading with graded readers, listening to stories, information gap
fill activities, being a listener in a conversation.
Receptive learning
is good but progress is slow and not sufficient by itself.
Meaningful focused output (Speaking and Writing):
The features are
productive, not receptive, main focus is understanding the message, most of
material is already familiar to students, students must be interested in the
material.
For example: Role
play, conversations, writing a diary or stories, a book report, grammar,
pronunciation, vocabulary, spelling, telling a story, making a speech.
Language focused learning (Direct teaching) :
The features are
explicit and learning of language items, focused on age and level appropriate
items.
Direct teaching
requires explicit noticing, thoughtful processing by students and frequent
review.
Fluency development:
Students use what
they already know to communicate messages at natural speeds.
The features are
teacher helps student process language in real time with time pressure, send
and receive messages and ideas with less hesitation, student encouraged to go
faster.
For examples,
speed reading, skimming, timed repeated reading, 4/3/2, repeated telling,
games, listening to easy stories.
Fluency activities
should not require new vocabulary or language development.
