영어교육 영문학 표현을 이용한 ESLEFL 교육 실습(영문)

영어교육 영문학 표현을 이용한 ESLEFL 교육 실습(영문) [영어교육] 영문학 표현을 이용한 ESLEFL 교육 실습(영문).docx 목차 Ⅰ. Introduction Ⅱ. Review the literature from the textbook 1.Vygotsky’s Theory and verbal scaffolding 2.Optimal conditions for SLA 3.Form focused instruction & meaning focused instruction Ⅲ. Classroom analysis Ⅳ. Implication Ⅴ. Conclusion 본문 Ⅲ. Classroom analysis (1) -Excerpt 1 1. T: I’m going to ask you some questions first. I’m going to ask you some other questions too. Okay, ready? All right, Okay, What time is Joe meeting dave at the park? What time is Joe meeting date at the park? What time is Joe meeting date at the park? 2.Danny : Joe meeting 3.T:Joe meeting? 4.Danny :Joe was 5.T: Was? 6.Danny :Joe meeting 7.T: What time is Joe meeting Dave at the park? What time is Joe meeting Dave at the park? What time is Joe meeting Dave at the park? Jessica~ 8. Jessica: Joe is meeting Dave at the park at 2. 9. T: Good job, Joe is meeting Dave at the park at 2. 10. Danny: I have a question. You said past tense was 11. T: Continuous. That means I’m talking and it’s continuing. I’m talking and doing something at the same time, But in the past tense, I’m doing something, at the past. Present continuous, I’m doing something, and talking now. In this excerpt, the teacher cues the start of this sequence by stating,“I’m going to ask you some questions first.”Through the introduction parts, we may notice that students have difficulty understanding the academic task structure of the activity.Before Danny reply a question, the teacher reemphasizes one part of the academic task structure, namely, long sentences, by stating,“Okay, What time is Joe meeting Dave at the park? What time (pause) is Joe meeting Dave at the park?”The teacher’s initiation,“What time is Joe meeting Dave at the park?” asks to students that they are to answer using the correct tense.The teacher enforces Danny’s request for a complete sentence to cue Danny as to the desired structure of her complete sentence by restating part of the sentence using rising intonation. Teacher appears to be concerned with understanding what her students are 본문내용 by Professor Eunhyun Kim, the team FIN.K.L. of six students conducted a research project that could potentially serve as the pilot for an expanded investigation of the topics discussed in lectures. Our team was able to find interesting enough data to report on our investigation of classroom discourse and, even though it is outside of school setting. The sister of one of our team mates was an Engl