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Teaching Conversation in General English : Towards a Process Approach
Stark, Fredrik R. 경운대학교 산업기술연구소 2002 産業技術硏究論文誌 Vol.4 No.2
This paper asserts the importance of including input about the nature of spoken interaction during instruction stages of communicative lessons in university General English. The paper opens with a discussion of communicative language teaching and its applicability in the General English teaching context. It then outlines two major communicative methodologies (presentation-practice-production and task-based learning) and suggests how both may be appropriately adopted in teaching General English. It then provides some background information from discourse studies, pragmatics, and conversation analysis that should inform the teaching of conversation as a process. Finally, it offers a few lesson suggestion and a sample analysis of classroom interaction to help crystallize the concept of a process approach to teaching conversation.
Attitudes and Motivation in General English : A Survey of Korean Undergraduates
Stark, Fredrik R.,Jang, Jae-Duck 경운대학교 산업기술연구소 2001 産業技術硏究論文誌 Vol.3 No.2(A)
This paper reports results of a survey administered to more than 300 undergraduates at Kyungwoon University on their reasons for studying English, their perceptions of the language's usefulness, the areas of English they prefer to study, and their opinions as to how many, and how often, English courses should be offered at the university. Results indicate a majority of the students had very low confidence in their English skills--particularly their speaking and writing skills--and were primarily motivated to learn English for instrumental reasons. Most students viewed English as mainly useful for international, business-oriented, and technological pursuits, and they indicated they rarely use English outside of class and expect to use it only slightly more often in the future. Results also show there was only mild support for more English offerings at the university. Along with these indications of a largely instrumental orientation towards English, the vast majority of students showed a strong interest in focusing on oral communication skills and "free talking" in the classroom, The paper concludes with a discussion of some of the cultural and pedagogical implications of our findings. We suggest these results highlight a key challenge in teaching university General English: achieving the difficult balance between (1) preparing students to use English for needed applications unrelated to speaking and (2) meeting their expectations for speaking -intensive activities in the classroom.
Stark, Fredrik R,Jang, Jae-Duck 경운대학교 산업기술연구소 1999 産業技術硏究論文誌 Vol.1 No.1(B)
This paper addresses concerns of teachers of English as a Foreign Language (EFL) who teach conversational English to beginning learners in highly constrained environments, that is, where so many adverse conditions prevail that communicative teaching and learning are severely compromised. Beginning learners in such environments naturally tend to make a variety of speech errors. We suggest a way to limit substitution errors in yes-no questions and wh questions involving do and be (*Do you from Japan? * Where are you live?). We note that lexical restrictions govern the rules for deriving English questions : be verbs and auxiliaries require subject-auxiliary inversion, all other verbs require do insertion. We suggest that such substitution errors occur in the speech of beginning learners when question and answer activities involving these different classes of verbs are presented simultaneously in the initial stages of a course. We propose a grammatical sequence for teaching questions that defers presenting do insertion, and the verbs that require it, until learners have sufficiently practiced questions involving subject-auxiliary inversion. The paper concludes by briefly discussing implications the proposed sequence has for developing and evaluating materials for teaching conversational EFL, particularly in highly constrained environments where accuracy as well as fluency needs to be stressed.
Pyramidal Cell-Interneuron Interactions Underlie Hippocampal Ripple Oscillations
Stark, E.,Roux, L.,Eichler, R.,Senzai, Y.,Royer, S.,Buzsaki, G. Cell Press 2014 Neuron Vol.83 No.2
High-frequency ripple oscillations, observed most prominently in the hippocampal CA1 pyramidal layer, are associated with memory consolidation. The cellular and network mechanisms underlying the generation, frequency control, and spatial coherence of the rhythm are poorly understood. Using multisite optogenetic manipulations in freely behaving rodents, we found that depolarization of a small group of nearby pyramidal cells was sufficient to induce high-frequency oscillations, whereas closed-loop silencing of pyramidal cells or activation of parvalbumin- (PV) or somatostatin-immunoreactive interneurons aborted spontaneously occurring ripples. Focal pharmacological blockade of GABA<SUB>A</SUB> receptors abolished ripples. Localized PV interneuron activation paced ensemble spiking, and simultaneous induction of high-frequency oscillations at multiple locations resulted in a temporally coherent pattern mediated by phase-locked interneuron spiking. These results constrain competing models of ripple generation and indicate that temporally precise local interactions between excitatory and inhibitory neurons support ripple generation in the intact hippocampus.
A Global Language for Local Learners : On the Specific Purposes of General English
Stark, Fredrik R. 경운대학교 산업기술연구소 2000 産業技術硏究論文誌 Vol.2 No.2
Most university students in EFL countries take General English: a required course (sometimes a set of courses) for students from all majors, usually emphasizing speaking skills, often taught by a native speaker. Given the perceived importance of English in the world, such courses are widely held to be necessary, but the aims of the instruction are not always clear. This paper proposes aims for teaching General English. It opens with a brief examination of the status of English as a global language. It identifies needs of students who take General English and advocates a comprehension-based approach to teaching such courses. It then suggest three specific purposes of General English: (1) improving reading and listening comprehension skills, (2) building vocabulary and vocabulary skills, and (3) raising awareness about conversation strategies. Finally, it briefly notes the continuing importance of native-speaker instructors in EFL teaching.
Eurocode 4: A modern code for the design of composite structures
Jan Stark 국제구조공학회 2005 Steel and Composite Structures, An International J Vol.5 No.4
The European Standards Organisation (CEN) has planned to develop a complete set of harmonized European building standards. The Eurocodes, being the design standards, form part of this total system of European standards, together with standards for fabrication and erection and product standards. After a period of experimental use of the ENV(European Pre Standard)-versions of the Eurocodes, these are now converted into official EN’s (European Standards). Design of composite steel and concrete buildings and bridges is covered by Eurocode 4. An overview will be given of the historic development of Eurocode 4, the structure and contents of the EN version and the present status and planning for completion. The Eurocode treatment of some selected technical items will be presented in more detail.