http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Liddell Frank Hugh (검색결과 2 건)
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An integrated approach to ELT: Applying SLA research into classrooms
한상호,Liddell Frank Hugh 팬코리아영어교육학회 2014 영어교육연구 Vol.26 No.2
When it comes to second language teaching (SLT), there are numerous findings from second language acquisition (SLA) research that can be adopted for designing effective instruction models. If they are not taken up for application and corroboration in the real classroom settings, they may be just left as isolated research data. This paper brings together a number of observations and findings from SLA research into an integrated model of teaching, which takes into consideration stages of learning, learning styles, and learner motivation in the planning and implementation of classroom instruction. As this approach of integration shows a way of embracing new insights from research into existing pedagogic framework, it helps classroom practitioners go through continuous professional development by incorporating constant recursive feedback from observation of their learners and learning processes in terms of changing motivation and development. It is hoped teachers will apply this model in their own classroom settings with awareness that students come to classrooms at different stages in acquisition, with different learning styles, and in differing degree of motivation, hence merit constant attention in devising instructional scaffolds for their English learning and development.
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An Integrated Approach to ELT: Applying SLA Research into Classrooms
Sang-Ho Han,Frank Hugh Liddell 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.2
When it comes to second language teaching (SLT), there are numerous findings from second language acquisition (SLA) research that can be adopted for designing effective instruction models. If they are not taken up for application and corroboration in the real classroom settings, they may be just left as isolated research data. This paper brings together a number of observations and findings from SLA research into an integrated model of teaching, which takes into consideration stages of learning, learning styles, and learner motivation in the planning and implementation of classroom instruction. As this approach of integration shows a way of embracing new insights from research into existing pedagogic framework, it helps classroom practitioners go through continuous professional development by incorporating constant recursive feedback from observation of their learners and learning processes in terms of changing motivation and development. It is hoped teachers will apply this model in their own classroom settings with awareness that students come to classrooms at different stages in acquisition, with different learning styles, and in differing degree of motivation, hence merit constant attention in devising instructional scaffolds for their English learning and development.
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