라 비타 에 벨라

The communicative Approach (1970-1980)

people were encountering situations where they needed to speak a foreign language more frequently for work or for travel. 

These people didn't have the luxury of time required by the comprehension approach. 

And needed to learn to communicate effectively in the target language.

왜 언어를 배우는 가 - language is a way to get to know different people.  I can communicate with you and 

learn more about you. it's all about connecting people together. Language is a portal, it's a gateway. 

It's a way to understand someone and create a global society of friends. 

어떻게 가르치나 - being always interested in using new strategies and new techniques. To love to stay up on the latest in technology and teacher strategy. 

To read a lot of blogs and even a few journals to make sure my techniques are well accepted. 

A teacher should make learning fun and interesting. the teacher can use games, high interest topics, 

field trips, mobile devices, and websites. 

Whatever it takes to keep students engaged and interacting in the language. 

Teachers need to know about lots of different things as well. 

This gives teachers using this approach a lot of freedom in what they do in the classroom and how they help their students acquire language.

Gamification and fun techniques have become a staple of the communicative approach.

단점 - the communicative approach is so broad that perhaps, one of its biggest problems is that no one can definitively say, what it's techniques and practices are? Furthermore, there is so much information today that it is hard to know where to look. And yet one more difficulty is that teachers are given not only many different strategies, but many different groups with different purposes, different learning styles and teachers are expected to be experts of all of these different contexts. So some people feel the communicative approach really doesn't have clear boundaries. 

Authentic materials

teachers in the communicative approach try to make the language practice in the classroom as close to the real world as possible.

Sequencing activities

To help learners understand and use the communication cues, teachers give students dialogues or paragraphs with the sentences mixed up. And have them put the sentences or utterances back in the correct order

language games

information gap

role plays

The Comprehension Approach (1980)

This approach is based on the research and writings of Stephen Krashen and James J Asher.

Krashen asserted that student's learn language through comprehensible input. 

And that teaching should focus on helping student's comprehend language. 

Much like a child learns.

Asher created a teaching method based on the comprehension approach called Total Physical Response.

Derect Approach와 유사

 for the comprehension approach there is a stronger focus on actual language input. And lowering the effective filter that sometimes inhibits students acquiring language.

이 접근법에 따른 선생님의 경우 -> "we want students to be able to understand what they hear in the target language. They need to feel confident in their language ability and increase in their knowledge of vocabulary, grammar, pronunciation and so on by listening. 

Listening to real language input and really understanding it. our main goal is to help learners develop the desire to learn the language for the joy of learning and not for external motivations. Also, those who learn languages faster will generally do better in this approach.

To teach effectively, we need lots of physical objects and realia. Things that students already know and are familiar with, like objects in a classroom. We also use observable actions to teach verbs such as jump, sit or open your book.

Just like children learn their first language, students should be allowed to just listen. (silent period 강조)

Students remember the language by connecting what they are already familiar with to what they are learning. 

They then have opportunities to hear and use the language they know in very specific situations. 

Which helps reinforce what they've learned and makes their language knowledge more automatic. "

The silent period our teacher mentioned is supposed to mimic the time when children are listening to their parents and others around them and forming connections in their brain with regards to grammar and vocabulary in their first language.

Teachers help their students understand what they are saying without translation by repeating commands and 

using physical actions and commands. 

another important concept is the idea of the effective filter. 

Stephen Krashen put forth the idea that students' emotional state can severely affect their ability to make the necessary connections in their minds, and keep them from learning a language as fast as they would like Situations where the students feel high amounts of anxiety or stress or where the effective filter is high, make it difficult for students to focus on the language because they are more focused on their inadequacies. By lowering the effective filter, or reducing the stress and anxiety students feel, you increase their ability to focus on the language, and thus their ability to learn the language. 

Giving students a silent period, where they are free to listen and internalize the language before they are required to speak. Lowers the effect of filter and helps students acquire the language faster.

*using only the target language in the classroom-By using only the target language in the class room, teachers can expose their students to more comprehensible input. And provide more opportunities for their students to practice in the target language. But you must be careful, strict enforcement of such policies can raise students effective filters, and actually make it harder for them to learn the language. 

use of visual aids to convey meaning

Role Reversal.

Use of Simple Questions and Dialogues.-You can ask questions about a situation in a picture. 

Where the responses are limited to what the students see in the picture. 

By limiting the possible responses and vocabulary choices, the students do not need to think as much about what to say which perhaps, lowers the effective filter and lets them focus on what their currently learning.

a. Explain why you agree or disagree with the Cognitive Approach.

I disagree with the cognitive approach. this approach was derived from not learners but researchers' lab, which makes me feel like this approach is not interested in learners as a human being. Most researchers were not teachers at that time, they must not have known about the real teaching and learning circumstances. If a student makes some grammar errors, what a teacher has to do is just to teach the rule of grammar. If the errors are repetitive, the teacher teaches the rules repetitively! From this point of view, if you can make your students practice language rules repeatedly, you don't need a teacher's teaching skills, and it seems that anyone can teach. This view overlooks the fact that in real-life classrooms the teacher's energetic energy, thorough class strategy, and a motivational word have a great influence on learning.

b. Explain why you agree or disagree with the Affective Humanistic Approach.

I agree with the affective humanistic approach. unfortunately, my students are not young enough to have enough time to learn from using this approach, but if my class consists of younger learners, I will apply this strategy in full measure to my class. I have had many experiences of not being able to speak English properly because of the fear of mistakes. It seems the most natural and ideal way to provide the learner with the most comfortable environment possible and not to be afraid of making mistakes, which leads to immerse himself comfortably in language learning. It will require more time and effort from teachers to prepare for aromas, music, art, and various activities, but from a learner's point of view, it seems that he can learn the language joyfully without stress. Can there be anyone who doesn't want to learn in this way?

c. What techniques can you apply in your classroom that align with your preferred approach?

I can apply the positive reinforcement technique in my class. In fact, I often meet students who hate making mistakes, and I don't get surprised, irritated, or upset when they are wrong. When students' mistakes were treated as if they were not a big deal, the students became more tolerant of their mistakes and were more comfortable with speaking a language that they were learning. Also, I can apply the multiple concerts technique, too. I think this technique is good for improving listening skills, English writing, and grammar skills altogether naturally.

Affective-human approach의 techniques

Positive reinforcement

긍정적 강화를 통해 학습자로 하여금 틀려도 되는 '리스크'를 기꺼이 감수하도록 하고

편안함을 통해 실수를 두려워하지 않도록 만든다.

그렇게 함으로써 학습자는 두려움 없이 언어 학습에 몰두할 수 있게 된다. 

multiple concerts (multiple reading)

학습할 리딩 지문이 주어지면 첫번째는 클래식 음악의 리듬과 억양처럼 연습

두번째는 보통 속도로 대화문을 듣고 그 후 필기하도록 지도

세번째는 필기한 것의 개요를 완성하도록 지도

-> 한번에 다 알아듣지 않아도 되며 반복적인 노력으로 학습이 이루어질 수 있음을 암시 

dramatization

모든 학습자가 남들 앞에서 역할극 하는 것을 좋아하는 것이 아니므로

한 팀은 스크립트 짜기, 한 팀은 공연하기 식으로 역할을 분담하는 것도 한가지 아이디어.

a. Discuss the differences between the Grammar Translation Approach and the Direct Approach.

The target learners are young men in wealthy families in the Grammar translation approach, but anyone who wants to know another culture in the world can be a learner in the direct approach. The former approach puts importance on the great books in Latin and Greek, but the latter approach puts importance on being immersed in daily activities like a baby learning his or her mother tongue. Teachers who favor the grammar-translation approach make students translate a book into the students’ first language and translate it back to the original language the students are learning. On the other hand, teachers who prefer the direct approach let the learners play a leading role in their learning progress with a variety of verbal exposures. The grammar-translation approach places more emphasis on writing and reading than on speaking and listening, but the direct approach emphasizes speaking and listening.

b. Which approach most closely aligns with your current teaching style?

The grammar-translation approach closely aligns with my current teaching style. I think the direct approach is more desirable for learners aged under 12 than the grammar-translation approach. The students in my class are between 13 and 19 years old, so their reading comprehension ability and writing skills are very important in their school curriculum. the techniques derived from the grammar-translation approach are very useful when I teach my students. Especially reading comprehension questions and filling in the blanks and writing compositions help my students get a better grade in their exams.

왜 내재적 동기가 중요한가?

교사들이 토로하는 문제점 중 하나가 바로 학생들의 참여와 동기 부족입니다.

교실에서 즉각적인 관심을 불러일으킬만한 첨단 기술이 활용되고 있는 시대에 점점 더 많은 학생들이 교실에서 흥미를 잃어가고 있습니다.

어떻게 하면 학생들을 수업에 끌어들이고 동기를 부여할 수 있을까요?

Motivation 이란 어떤 일이나 행동을 할만한 이유를 찾는것입니다.

또는 어떤 일이나 행동을 열심히 할 수 있는 상태를 말하기도 하지요.

Motivation 이 눈에 보이나요? 어떻게 생겼나요? 교실에서 모티베이션을 어떻게 만들수 있을까요.

일단 모든 사람은 배우려는 의욕을 가진채로(being motivated) 태어난다는 사실을 기억해야 합니다.

태어난 이후부터 아기들은 세상에 대한 호기심으로 이것저것 탐색하기를 좋아합니다. 스스로 배우고자 하는 의욕 덩어리로 태어나죠.

이렇게 답을 찾고자, 배우고자, 알고자 하는 것을 내재적 동기라고 합니다. (intrinsic motivation)

사람으로써 제대로 생존하기 위해서 우리의 유전자에는 호기심이란 것이 탑재되어 있습니다.

William Glasser에 따르면 인간의 기본심리적 필요는 4가지로 말할 수 있습니다.

1. Belonging or connection (소속감)

2. power or competence (능력, 유능감)

3. Freedom (자유)

4 Fun (재미)

모든 사람은 배우고자 하는 내재적 동기를 가지고 태어납니다.

교사들은 학생들의 동기를 끌어내서 그들이 배우는 것을 얼마나 사랑하는지 깨닫게 해야 합니다.

Language is cake

언어는 케이크와 같습니다. 둘 다 매력적인 모습에 끌리고, 우리에게 양분을 주고 힘을 주죠.

그리고 다양한 방식으로 제공될 수 있다는 점도 공통점입니다.

1993년 하버드에서 연구한 결과에 따르면 좋은 교사인지 나쁜 교사인지를 예측하는데 학생들은 고작 6초밖에 걸리지 않는다고 합니다.

심지어 그 예측은 교원 평가등의 외부적 증거와 대조해서 상당히 정확했다고 합니다.

첫 만남에서 학생들은 수업 내용에는 전혀 신경쓰지 않았습니다.

교사의 프리젠테이션 능력, 스타일, 서있는 모습 등 교사 자체에 주의를 기울였던 것입니다.

아무리 맛있는 케이크라도 손으로 뭉그려서 아무 접시에나 턱 내놓으면 맛있다고 달려들 사람은 없겠죠.

정갈하게 자른 케이크를 예쁜 접시에 냅킨과 포크와 함께 예쁘게 내놓아야 맛보려는 사람도 생깁니다.

이처럼 케이크를 어떻게 내놓을 것인가가 성공적인 수업의 중요 요소라는 점을 반드시 기억하시기 바랍니다.

믿기 싫겠지만 학습자는 컨텐츠를 보기 전에 테크닉, 기술적인 면을 더 본다는 사실을 알아야 합니다.

말쑥한 옷차림과 헤어, 자신감 넘치는 화법과 성량, 전략적으로 설계되어 있는 제스처 등 교사의 테크닉은 생각보다 중요한 요소입니다.

콘텐츠와 테크닉간의 사이에서 교사의 유형을 분류할 수 있습니다.

교수들은 대게 테크닉에는 별 관심이 없고 컨텐츠의 질에만 집중하는 경향이 있습니다.

따라서 테크닉 트레이닝을 소홀히 하죠.

반면에 초중등 교사들은 테크닉과 관련된 훈련을 많이 받고, 그에 따른 준비를 많이 합니다.

학생들을 좀 더 쉽게 가르치기 위해 게임, 스토리, 플래시카드, 그룹활동, 교구등을 이용해서 수업을 흥미롭게 만들려고 노력합니다.

하지만 교재 결정 권한이 없기 때문에 컨텐츠에 대해서는 상대적으로 시간 할애를 하지 않는 편이죠.

수업과 관련없는 시시콜콜한 잡담과 우스운 이야기, 배울 것이 별로 없는 연관성 없는 게임으로 일관된 수업으로

진행하는 단순한 Fun teacher도 경계해야 합니다.

컨텐츠도, 이렇다할 테크닉도 없는 교사 유형입니다.

물론 테크닉도 훌륭한 교수, 컨텐츠도 훌륭한 초중등 교사도 분명 존재 합니다.

중요한 것은 콘텐츠와 테크닉 사이에서 알아본 교사 유형에서

high 컨텐츠 & high 테크닉 구간 유형의 교사가 되기로 목표를 잡는 것입니다.

교사가 가지고 있는 컨텐츠를 더 돋보이게 (케이크에 비유하자면 더 맛있게 보이도록) 도와줄 테크닉을 배우는 것이

바로 테솔의 주요 목표라고 할 수 있겠습니다.

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