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Chapter 8. English Constructions Used in Compensatory Strategies: Baseline

Chapter 8. English Constructions Used in Compensatory Strategies: Baseline Date for Communicative EFL Instruction ( KOJI KONISHI AND ELAINE TARONE) Im Sung Eun Shin Mi Kyung Byun Sung Woo. SMU Graduate School of TESOL – Discourse Analysis. Table of Contents. ◆ Overview

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Chapter 8. English Constructions Used in Compensatory Strategies: Baseline

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  1. Chapter 8. English Constructions Used in Compensatory Strategies: Baseline Date for Communicative EFL Instruction (KOJI KONISHI AND ELAINE TARONE) Im Sung Eun Shin Mi Kyung Byun Sung Woo SMU Graduate School of TESOL – Discourse Analysis

  2. Table of Contents ◆ Overview ◆ Introduction & Backgrounds ◆ Case Study ◆ Discussion & Conclusion ◆ Compensatory Strategies on EFL Classrooms SMU Graduate School of TESOL – Discourse Analysis

  3. Overview of this chapter ◆ Offering baseline data on the frequency of specific linguistic constructions ◆ Analyzing the communication strategy use of 30 NSE - Tendencies in Case Study ① to select the same attributes of description ② to prefer specific linguistic constructions ◆ Implications for SLA and EFL SMU Graduate School of TESOL – Discourse Analysis

  4. Introduction Ⅰ ◆ Classroom Communicative Activities in EFL countries ◆ Purposes Waste of Time • Situations : difficult to provide opportunities to use English communicatively • Students : strong motivation to learn English Grammar • NNET : lack of intuitions about English rely on English Grammar • to help people in EFL understand • how classroom communicative activities are helpful to language learning • - to examine the discourse of native speakers • in order to establish a baseline for instructions SMU Graduate School of TESOL – Discourse Analysis

  5. Introduction Ⅱ ◆ Positions about the Communication Strategy Training ◆ We will ◆ Two Goals of teaching to use CSs • a practical and effective pedagogical tool • ① for overseas communicative language teaching • ② to provide authentic communicative practice & opportunities • provide native speaker baseline • as a model of using core vocabulary and grammar as well as CSs • - identify English syntactic patterns • to improve students’ ability to use L2 • to improve students’ mastery of a core set of English syntactic patterns SMU Graduate School of TESOL – Discourse Analysis

  6. Background - Definitions ◆ by Tarone (1980:420) ◆ from a perspective of collaborative theory (Wilkes-Gibbs,1997) • mutual attempts of two interlocutors to agree on a meaning • in situations where requisite meaning structures do not seem to shared • agree on meaning • = grounding process • = the interactive process of presenting and accepting ideas • in establishing common ground SMU Graduate School of TESOL – Discourse Analysis

  7. Background – Two Approaches SMU Graduate School of TESOL – Discourse Analysis

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