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Grammar Discussion

• Grammar = linguistic knowledge
• Grammar = rule memorization - boring
• Grammar = separates skill, no integration into other skills
• Grammar = prescriptive rule

How can we improve our grammar lessons?
We need paradigm shift and change in test questionnaire
Learn rules first and use it later (problem)
PPP - presentation, practice, produce ↔ TBLT - task based learing teaching
Your communication is unnatural when learning via PPP
Task is a priority, communication first. And then learn what you need.
Exchange stories, and then students will notice the necessity of grammatical elements such as past tense.
In that way, grammar could be taught integratively. While speaking with their partner, they can be writing episodes as well. There students can learn grammar.

Inappropriate/incorrect grammar forms - how to deal with correction?
Recast - implicitly, no interruption, not discouraging students' confidence, exposed to correct input

Extensive reading - to be exposed a lot to the authentic context, not just a single sentence of example

Why we use passive voice?
To emphasize the victim - read newspapers and write your own headlines
Fairy tales - experience the different perspective of human and animals, and change the agent and victim
The importance of the one who carried out action or was influenced due to action (interchangable)
It sounds more natural in particular authentic language use situations.
Students get to know when to use passive voice.

Sleeping Ugly: Chained Writing

CALL Review 3

I would like to leave a review about Mapskip. Mapskip was the CALL tool that Jinju, Younah and I presented in front of the class. Introduction: Mapskip is a website consisted of maps with writings, photos and sounds. The map is written mostly in English but some in their own language. For example, if you keep narrowing down Mongolia, the regional name is written in Mongolian which resembles Russian alphabet. This is very peculiar characteristic of a map online losing consistency in its language but it is not wrong. It is the uniqueness of Mapskip. Application: Teachers can use mapskip for their writing and speaking session in English lessons. Firstly, students can write about their personal thoughts-where to go when traveling, where they have been, prestigious universities, etc. Since they can write freely without pressure of writing large amount, they can write more just like posting on the blog. And they will receive evaluation from both peers and teacher. Secondly, students can leave messages introducing or explaining about a certain topic that the teacher provided. They will be evaluated the same and they will enjoy the process since all students must participate. Their anxiety level will decline with this group work. When they all submit their script, the concern of copying can also be eradicated.

ER vs IR

Extensive reading
- reading a lot
- reading for pleasure (not for studying)
- understanding the general ideas
- top-down
- to develop overall proficiency (=reading fluency)
- meaning (not language)
- fast reading
- easy reading
- fun reading
- book report activities
- student centered
- not classroom activity, individual activity
- silent reading, relaxed position
- promote students' motivation of English reading and target language culture

Intensive reading
- reading rather smaller amount of texts, short passages
- reading for analyzing languages and study
- grammar, vocabulary, organizing the whole story
- bottom-up
- to develop reading accuracy
- language forms focused
- comprehension check, testing purposes
- selective collection of standard English
- efficient study with time limit
- specific goals of study, systematically structured
- teacher centered
- classroom activity, not interesting, motivation decline
- not authentic reading, with conscious
- burdensome, stress

Solution?!

Bubbl.us

Leture note 10/30 - Interactive Writing

collaborative writing - chained writing, writing a report

Letters - letter to editor

CALL Review 2

From my experience of learning Chinese and English, tongue twisters are useful in aiding students' speaking ability. Just as I learned English, I also learned Chinese singing songs and memorizing tongue twisters. The most memorable one is about two brothers owning big and small pot each, and comparing their sizes. This still remains in my memory since 2008. Likewise, English tongue twisters can stimulate students' motivation and drag participation because everyone has an urge to try out tongue twisters. They will try again after they fail and they will be excited after successing pronouncing these. Just as I did, they will stay in students' memory for a long term, due to the acquisition through fun and motivation.

http://www.learnenglishkids.britishcouncil.org/en/tongue-twisters

Listen to the tongue twister and practise saying it. How fast can you say it?
"Toy phone, Toy phone, Toy phone..."
Listen to the tongue twister and practise saying it. How fast can you say it?
"If you want to buy, buy, if you don't want to buy, bye bye!"
Listen to the tongue twister and practise saying it. How fast can you say it?
"I can think of six thin things, but I can think of six thick things too."

Listen to the tongue twister and practise saying it. How fast can you say it?
"Give papa a cup of proper coffee in a copper coffee cup."

Listen to the tongue twister and practise saying it. How fast can you say it?
"She sells sea shells by the sea shore."

This is how this site guides users to try out tongue twisters. With video clip and pictures, it can stimulate interest from younger learners as well. Also it provides variety of languages for foreign English learners.

Tools for Speaking

http://www.manythings.org/pp/

This site guides students to practice pronunciation. It slowly repeats sentences or words with similar pronunciation just by clicking, so it is easy to use. There are many categories to choose and the voice is fairly easy to understand. It seems helpful when it compares 15 and 50 within the same sentence.

http://thinks.com/words/tonguetwisters.htm

The tongue twisters are always useful in learning any language. Especially in English, tongue twisters can help students to read fast and differentiate pronunciation quickly. Even if they fail, it is fun so they can be motivated to start over and over again. Professor Wood also used this exercise in English Pronunciation Practice class last year to us.

http://www.pandorabots.com/pandora/talk?botid=f5d922d97e345aa1

It seems similar with Simsimi in Korea.
You said: How are you today?
A.L.I.C.E.: I am functioning within normal parameters.

It talks like a robot, so it is very interesting.

You said: Can you dance?
A.L.I.C.E.: No I do not have a body yet.
You said: I love you
A.L.I.C.E.: Thanks I like you a lot too judge.

You said: What do you do on weekends?
A.L.I.C.E.: judge, I talk to people on the web. What do you do?

121018 Lecture Note

Big culture = Big C (learning from textbooks, general cultural information)
Little culture = Little C (learning from interaction, body language or gesture, the way people treat/greet others)

GLEE - Full Performance of "Call Me Maybe" airing THUR 9/13

I threw a wish in the (       )
Don't ask me, I'll never tell
I looked to you as it fell
and now you're (                )
I trade my soul for a wish,
(                        )  for a kiss
I wasn't looking for this,
but now you're (                )
Your stare was holding,
Ripped jeans, skin was showing
(       ) night, wind was blowing
Where you think you're going, baby?

Hey, I just met you, and this is (        ),
but here's my (             ), so call me maybe
It's hard to look right, at you baby,
but here's my (             ), so call me maybe
Hey, I just met you, and this is (        ),
but here's my (             ), so call me maybe
And all the other boys, try to chase me,
but here's my (             ), so call me maybe

You took your time with the call
I took no time with the fall
You gave me (                 )
but still you're in my way
I beg and (              ) and (              )
Have foresight and it's real
I didn't know I would feel it, but it's in my way
Your stare was holding,
Ripped jeans, skin was showing,
(       ) night, wind was blowing
Where you think you're going, baby?


Hey, I just met you, and this is (        ),
but here's my (             ), so call me maybe
It's hard to look right, at you baby,
but here's my (             ), so call me maybe
Hey, I just met you, and this is (        ),
but here's my (             ), so call me maybe
And all the other boys, try to chase me,
but here's my (             ), so call me maybe
Before you came into my life I missed you so bad
I missed you so bad I missed you so, so bad
Before you came into my life I missed you so bad
And you should know that I missed you so, so bad

It's hard to look right, at you baby,
but here's my (             ), so call me maybe
Hey, I just met you, and this is (        ),
but here's my (             ), so call me maybe
And all the other boys, try to chase me,
but here's my (             ), so call me maybe
Before you came into my life I missed you so bad
I missed you so bad I missed you so so bad
Before you came into my life I missed you so bad
And you should know that So call me maybe

An Inconvenient Truth (2/10) Movie CLIP - None Like it Hot (2006) HD

1. How much do you know about Global Warming? What is Global Warming?


2. What is the reason of the Earth becoming hotter?


3. What is the solution refered in the video?

Vocaroo Voice Message - self introduction

Record music with Vocaroo >>

Discussion Question 4

1. According to Wikipedia, top-down and bottom-up are both strategies of information processing and knowledge ordering, mostly involving software, but also other humanistic and scientific theories. In practice, they can be seen as a style of thinking and teaching. In many cases top-down is used as a synonym of analysis or decomposition, and bottom-up of synthesis. Top down approach starts with the big picture. It breaks down from there into smaller segments.
A top-down approach is essentially the breaking down of a system to gain insight into its compositional sub-systems. In a top-down approach an overview of the system is formulated, specifying but not detailing any first-level subsystems.
A bottom-up approach is a type of information processing based on incoming data from the environment to form a perception. Information enters the eyes in one direction (input), and is then turned into an image by the brain that can be interpreted and recognized as a perception (output). In a bottom-up approach the individual base elements of the system are first specified in great detail. These elements are then linked together to form larger subsystems, which then in turn are linked, sometimes in many levels, until a complete top-level system is formed.

2. http://www.ellentv.com/

The Ellen Degeneres Show is good for top-down approach. It has entertainment, story, people, facebook updates, criticism for the unfairness. Just by briefly listenting to the show, students can enjoy with catching keywords.

3. According to Wikipedia, a podcast is a type of digital media consisting of an episodic series of audio, video, PDF, or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. The word is a neologism derived from "broadcast" and "pod" from the success of the iPod, as podcasts are often listened to on portable media players.
To discuss the benefit of podcasting for L2 learners, it is important to have a premise of diligent L2 learners who are intrinsically motivated. They can make themselves used to listening L2, analyzing the story of each and catch new words. They can also dictate.

My lifelong question solved!

"Which one tastes better?" 검색결과 약 57,700개
"Which one is tastier?" 검색결과 약 14,300개
"Which one is more tasty?" 검색결과 약 22,000개

collocation

pay bill
pay debt
pay costs
pay lunch
pay service

make mistake
make promise
make invoice
make money
make deal

give presentation
give message
give discount
give calculation
give expenses

CALL Review 1

Teaching Vocabulary

Introduction : problems of teaching vocabulary at school - many teachers demand their students to memorize vocabulary in a short time. The vocabulary they memorize is occasionally far from their daily usage. Usually the characteristics of vocabulary lists are mostly needed for TOEFL, TOEIC exams. They also include Korean SAT words but at private institutes, they demand more.

I think I can employ crossword puzzles in English classes which is more fun compared to teaching definitions, introducing examples and making students memorize words. If I guide them the way making crossword puzzles on computer, they can make their own and test their vocabulary skills.

Christmas crossword puzzle

This is from eclipse crossword and it was so interesting !

September 11, 2012 Lecture

If you know 5,000 words, you can understand written English about 90%. In order to understand the rest of 10%, you need 83,000 words. So it is very hard for ESL learners to master English words. Learning and teaching vocabulary is very important. After mastering your vocabulary word books, you cannot get the words out of your mouth. Why? Soohyun said that the words did not completely become ours and understand them fully. If we look at the words in a written form, we may easily get the meaning. However, since we did not develop productive use, we are puzzled when we have to use them due to lack of experience. We can comprehend but cannot use those words for conversation or essays.

What do you mean by "knowing vocabulary"? - spelling, grammatical category(part of speech), definition, tense form, prefixes/suffixes, pronunciation(sound), etc.

1. Form - spoken, written, word parts(prefixes/suffixes)
2. Meaning - form and meaning, concept and referents(plus nuance), association
3. Use - grammatical functions, collocations, constraints on use

Discussion 2 - 1st question

Read and compare the vocabulary methodologies introduced in this article.

• Which ones do you think the most useful? Tell three methodologies you want to use for your students?

Lewis, 1997

What is lexical approach? Discuss Michael Lewis's four categories. How is this idea different from what you have known about language and language learning?

Michael Lewis (1993) challenged the standard view of dividing language teaching into grammar and vocabulary by arguing that language consists of lexical items. He treats them as belonging to four major categories.
A relatively small group of lexical items is the words and polywords. A second category is collocations. In Lewis's approach, a third category is fixed expressions, and a fourth, semi-fixed expressions.

Language fluency and accuracy is achieved largely by retrieving and combining ready-made chunks of language. ‘The ability to chunk language successfully is central to understanding of how language works' (Lewis, 1997).

Sep 4

First day of 'Use of Multimedia in ELT' class!