Hull, L. A curriculum framework for corporate language programs. 176-203
Among her statement, two programs of ‘outdoor learning activity’ and two-week homestay is very interesting. With the help of this kind of program, students can combine theory and practice. All the more, these activities are relevant with self-study plan. I am anticipating graduation from IGSE soon, this is a challenge to me. In the future, I will rarely have opportunity to speak and write in English. Now I am seeking a way by which I will continue learning English. I should develop course planning for myself.
2007년 5월 15일 화요일
2007년 4월 22일 일요일
Reflection 4
Reflection 4
Richards, J. C. (2001). Curriculum development in language teaching. CUP.
Ch.6 Course planning and syllabus design pp. 145-197.
The course content is mapped into a scope and sequence. I have taught 7 courses from sophomores to seniors across two semesters in a university. I consider these 7 courses as an entirety which covers the basic core of the Chinese language itself and Chinese linguistics, so I apply the concept of ‘scope and sequence’ to these 7 courses. According to semester and year of a student, he or she has been taught from phonetics, vocabulary through grammar to pragmatics step by step before graduation. It is very helpful for me and students to locate where we are right now in the course of learning Chinese and Chinese linguistics.
Richards, J. C. (2001). Curriculum development in language teaching. CUP.
Ch.6 Course planning and syllabus design pp. 145-197.
The course content is mapped into a scope and sequence. I have taught 7 courses from sophomores to seniors across two semesters in a university. I consider these 7 courses as an entirety which covers the basic core of the Chinese language itself and Chinese linguistics, so I apply the concept of ‘scope and sequence’ to these 7 courses. According to semester and year of a student, he or she has been taught from phonetics, vocabulary through grammar to pragmatics step by step before graduation. It is very helpful for me and students to locate where we are right now in the course of learning Chinese and Chinese linguistics.
2007년 3월 27일 화요일
Reflection 3
Richards, J. C. (2001). Curriculum development in language teaching. CUP.
Ch. 5 Planning goals and learning outcomes. pp. 112-144.
I don’t deny the importance of social and economic efficiency of curriculum. Foreign education in Korea cannot avoid this trend too. One step further, we may emphasize this aspect more than other countries, since our economy is heavily dependent on exports. The problem is almost all emphasis puts on English, maybe also Chinese nowadays, and other languages such as Spanish, French, German, or Russian are neglected. From this point of view, cultural pluralism of curriculum needs to recover its reasonable value again. Curriculum has to reflect both aspects of social and economic efficiency in one hand, and cultural pluralism in another.
Ch. 5 Planning goals and learning outcomes. pp. 112-144.
I don’t deny the importance of social and economic efficiency of curriculum. Foreign education in Korea cannot avoid this trend too. One step further, we may emphasize this aspect more than other countries, since our economy is heavily dependent on exports. The problem is almost all emphasis puts on English, maybe also Chinese nowadays, and other languages such as Spanish, French, German, or Russian are neglected. From this point of view, cultural pluralism of curriculum needs to recover its reasonable value again. Curriculum has to reflect both aspects of social and economic efficiency in one hand, and cultural pluralism in another.
2007년 3월 20일 화요일
Reflection 2
Richards, J. C. (2001). Curriculum development in language teaching. CUP. pp. 90-111.
ch. 4 Situation Analysis
Among the factors of situation analysis, I am interested in both 'teacher factors' and 'institutional factors'. A foreign language teacher is, in nature, a learner and instructor of that foreign tongue. Even though (s)he may be behind a native teacher from the perspective of proficiency, (s)he will be attentive to the differences between two languages. All the more, if it is an EFL setting under which teacher and students share same mother tongue, the keen awareness of discrepancies between two languages is a good standpoint why a nonnative foreign language teacher is needed.
Strict request of 'institutional factors' may decrease the motivation of a teacher. In general, language institutes are result-oriented such as taking exams, seeking a job. The aim of language learning can not simply be practical like high score in an exam. Nowadays, communicative education of foreign lagnuage is also exagerated too much. It is often neglected that a language can open a new world inside an individual's mind, regradless of whatever outer world is.
ch. 4 Situation Analysis
Among the factors of situation analysis, I am interested in both 'teacher factors' and 'institutional factors'. A foreign language teacher is, in nature, a learner and instructor of that foreign tongue. Even though (s)he may be behind a native teacher from the perspective of proficiency, (s)he will be attentive to the differences between two languages. All the more, if it is an EFL setting under which teacher and students share same mother tongue, the keen awareness of discrepancies between two languages is a good standpoint why a nonnative foreign language teacher is needed.
Strict request of 'institutional factors' may decrease the motivation of a teacher. In general, language institutes are result-oriented such as taking exams, seeking a job. The aim of language learning can not simply be practical like high score in an exam. Nowadays, communicative education of foreign lagnuage is also exagerated too much. It is often neglected that a language can open a new world inside an individual's mind, regradless of whatever outer world is.
2007년 3월 14일 수요일
Answer to questions in class
Q: What is students' needs?
A: It is their want, wishes, demand, deficiencies, especially it may be their 'rights'.
Q: How have you conducted needs analysis? A: Yes. I have conducted it by group meetings. They were undergraduate seniors at their last semester in university.
Q: Have you ever asked about learning needs?
A: Yes. I asked about it in the US at Eastern medical college.
Q: If any, what was it?
A: The instructor was curious about my intention, she asked why I was determined to learn 'Eastern' medicien in 'Western' country.
A: It is their want, wishes, demand, deficiencies, especially it may be their 'rights'.
Q: How have you conducted needs analysis? A: Yes. I have conducted it by group meetings. They were undergraduate seniors at their last semester in university.
Q: Have you ever asked about learning needs?
A: Yes. I asked about it in the US at Eastern medical college.
Q: If any, what was it?
A: The instructor was curious about my intention, she asked why I was determined to learn 'Eastern' medicien in 'Western' country.
Private Chinese Learning Institute
1. 차이나로 중국어학원: www.chinaro.com
2. 이얼싼 중국어학원: www.yiersan.com
3. YBM 중국어학원: www.ybmedu.com
4. 시사중국어학원: www.chinasisa.com
5. JRC 중국어학원: www.jrchina.com
2. 이얼싼 중국어학원: www.yiersan.com
3. YBM 중국어학원: www.ybmedu.com
4. 시사중국어학원: www.chinasisa.com
5. JRC 중국어학원: www.jrchina.com
2007년 3월 13일 화요일
Reflection 1
Richards, J. C. (2001). Curriculum development in language teaching. CUP.
pp. 51-89.
Reflection
Yoo, YeongGi
1. It can’t be ignored that students’ “needs” includes their rights and needs analysis also involve political dimension, so the concept of “stakeholders” in planning a needs analysis is important.
2. Procedures for collecting information during a needs analysis can be selected from among the following: questionnaire, self-ratings, interviews, meetings, observation, Collecting learner language samples, task analysis, cast studies, analysis of available information.
3. The use of needs analysis is following:
1) to provide the basis for the evaluation of an exiting program or a component of a program.
2) to provide the basis for planning goals and objectives for a future program.
3) to assist with developing tests and other assessment procedures.
4) to help with the selection of appropriate teaching methods in a program.
5) to provide the basis for developing a syllabus and teaching materials for a course.
6) to provide information that can be used as part of a course or program report to an external body or organization.
pp. 51-89.
Reflection
Yoo, YeongGi
1. It can’t be ignored that students’ “needs” includes their rights and needs analysis also involve political dimension, so the concept of “stakeholders” in planning a needs analysis is important.
2. Procedures for collecting information during a needs analysis can be selected from among the following: questionnaire, self-ratings, interviews, meetings, observation, Collecting learner language samples, task analysis, cast studies, analysis of available information.
3. The use of needs analysis is following:
1) to provide the basis for the evaluation of an exiting program or a component of a program.
2) to provide the basis for planning goals and objectives for a future program.
3) to assist with developing tests and other assessment procedures.
4) to help with the selection of appropriate teaching methods in a program.
5) to provide the basis for developing a syllabus and teaching materials for a course.
6) to provide information that can be used as part of a course or program report to an external body or organization.
2007년 3월 3일 토요일
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