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May 10, 2009
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主題:英語教材教法
時間: 98年5月6日
地點:致理技術學院E54
演講人:李宗玥 老師
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☆Reading★
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The Audio-Lingual Method
March 12, 2009
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主題:英語教材教法經驗分享
時間: ⑨⑧年③月⑤日
地點:致理技術學院E53
演講人:Kelly Kuo
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November 18, 2008
Contexts for language learning
=About ten questions=
=About ten questions=
1. Do they already know at least one language?
2. Are they cognitively mature? Are they able to engage in problem solving deduction, and complex memory tasks?
3. How well developed is their metalinguistic awareness?
Can they define a word, say what sounds make up that word, or state a rule such as "add an-s to form the plural" ?
4. How extensive is their general knowledge of the world?
Does this knowledge enable them to make good guesses about what a second language interlocutor is probably saying?
5. Are they likely to be anxious about making mistakes and concerned about sounding "silly" when speaking the language?
6. Does the learning environment allow them to be silent in the early stages of learning, or are they expected to speak from the beginning?
7. Do they have plenty of time available for language learning plenty of contact with proficient speakers of the language?
8. Do they frequently receive CORRECTIVE FEEDBACK when they make errors in grammar or pronunciation, or do listeners usually overlook these errors and pay attention to the meaning?
9. Do they receive corrective feedback when their meaning is not clear, when they use the wrong word, or when they say something inappropriate or impolite?
10. Is MODIFIED INPUT available? That is, do interlocutors adapt their speech so that learners can understand (e.g., in terms of speed of delivery, complexity of grammatical structure, or vocabular?)
2. Are they cognitively mature? Are they able to engage in problem solving deduction, and complex memory tasks?
3. How well developed is their metalinguistic awareness?
Can they define a word, say what sounds make up that word, or state a rule such as "add an-s to form the plural" ?
4. How extensive is their general knowledge of the world?
Does this knowledge enable them to make good guesses about what a second language interlocutor is probably saying?
5. Are they likely to be anxious about making mistakes and concerned about sounding "silly" when speaking the language?
6. Does the learning environment allow them to be silent in the early stages of learning, or are they expected to speak from the beginning?
7. Do they have plenty of time available for language learning plenty of contact with proficient speakers of the language?
8. Do they frequently receive CORRECTIVE FEEDBACK when they make errors in grammar or pronunciation, or do listeners usually overlook these errors and pay attention to the meaning?
9. Do they receive corrective feedback when their meaning is not clear, when they use the wrong word, or when they say something inappropriate or impolite?
10. Is MODIFIED INPUT available? That is, do interlocutors adapt their speech so that learners can understand (e.g., in terms of speed of delivery, complexity of grammatical structure, or vocabular?)
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October 15, 2008
※研究主題： At what age should L2 instruction?
◈ 訪問題目：
１。幾歲開始接觸英文？
２。對於學英文的記憶是？
３。你認為幾歲接觸英文比較好？你覺得你對於學習英文的時間點？學齡前ＯＲ學齡後？
４。如果時間倒流，可以讓你選擇，你會希望學習英文的時間是？為什麼？
５。你覺得，學習第二外語越早越好？就你自己而言，你會有『輸在起跑點上』的觀念嗎？
６。你贊成雙語教學或是全美語環境嗎？你會讓你自己的小孩在那樣的環境下學習第二外語嗎？
７。你覺得晚學第二外語，外語會不會受母語的口音而影響學習？
８。你現在敢對別人說英文嗎？遇到外國人你的反應是？如果遇到外國人需要你的幫忙，你會？
９。你會因口音而不喜歡開口嗎？
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September 18, 2008
♪ 受 訪者 : 甜妹♥
♪ 年 齡 : 17
♪ 興 趣 : 唱歌.睡覺
♪ 簡 介 :
有理想、有抱負的美眉、目前就讀高職觀光科系
♪ 年 齡 o f 學 習 英 文 : 6 年
♪ 學 習 態 度 與 心 情 記 事 《。甜妹。》
我來自一個平凡的家庭，
從小我的觀念就是 “ 姐姐的英文很厲害 “
所以我就一直把姐姐當做我的榜樣，
我一直相信我一定可以超越姐姐的，
於是，就開始了我的英文人生 ….
自有記憶時開始學英文，
這樣的生活已經持續六年了…
ａｎｄ！ 我也會繼續努力的！！！
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