美国纽约代写作业:课程的组织方式

2017-07-08 17:07

教学大纲是一种语言学习课程的组织方式。在这里，指令被分配，不同于音频语言，但是在“概念”和“函数”的术语中，“概念”是一个特定的环境，人们在一个特定的环境中交流和“功能”是一个独特的目标。在交流方式下有一些实践。首先，沟通方式有它的意义，意义是至高无上的。语言学习旨在实现交流。有效的沟通是寻求。钻孔可能发生，发音也集中在上面。任何帮助学生学习的工具都是推荐的。从早期开始，鼓励使用目标语言进行交流。而翻译文本可以在一个非常低的层次使用。同样地，阅读和写作也可以提早开始。L2语言特征是通过交流来学习的。交际能力被认为是主要目的。语言是由个人经常通过跟踪和错误创造的。流利和可接受的语言是主要的目标:准确性在上下文中被检查。学生被期望与其他的人交流，如通过对和小组的工作。老师可能无法确定学生使用的语言。这种交际方式为学生在不同的语境和功能中使用目标语言提供了极大的支持。它的主要关注点是创造意义，而不是发展完美的语法结构或学习发音。这意味着学习一门外语的成功，可以根据一个人如何发展他或她的交际能力来评估，这可以被定义为运用正式知识的能力，以及一种语言的社会语言学方面的交流能力。交际法被认为是一种广泛的教学方法，而不仅仅是一套明确规定的课堂实践。美国纽约代写作业:课程的组织方式.因此，它通常被确定为一般期货的列表。其中之一是大卫·纳南(1991)的《交流学习教学法》的五个特点。:1)学习互动交流的L2;2)呈现的真实文本学习情况;3)给予机会让人们专注于语言和学习管理程序;4)增强学习者个人的经历作为课堂学习的重要资源和5)将语言学习与语言学习活动在教室外面。Nunan的名单已经被许多提倡沟通的方法，特别是那些在课堂内外学习语言的人。该委员会的定义使得任何旨在帮助学生在实际和可用的语境中培养他们的交际能力的教学实践被认为是一种教学形式。沟通的方法环境通常会有一对/组的工作，参与者需要在其中讨论和工作。它以流畅的活动为基础，鼓励发展自信，发挥作用，在那里练习和发展语言功能，以及合理使用语法和发音的活动。
美国纽约代写作业:课程的组织方式
The notion function syllabus is a way by which a language learning curriculum can be organized. Here, the instructions are assigned, unlike Audio-lingual, but in terms of 'notions' and 'functions' where a 'notion' is a specific environment where people communicate and a 'function' is a unique objective for a speaker in a given environment. There are certain practices under the communicative approach. For one, the communicative approach has it that, meaning is paramount. Language learning aims to achieve communication. Effective communication is sought. Drilling may occur and pronunciation is focused on. Any tool which helps the students learn is recommended. Communicating in the target language is encouraged from early years. Whereas translating text may be used at a very lower level. Likewise reading and writing may be started early as well. The L2 linguistic feature is learned through engaging in communication. Communicative competence is considered the main aim.Language is created by individual often through trail and error. Fluency and acceptable language is the main goal: accuracy is examined in context. Students are expected to interact with other people such as through pair and group work. The teacher may not determine the language the students use. The communicative approach gives a great support for students to use the target language in various contexts and functions. Its primary focus is on creating meaning rather than developing perfectly grammatical structures or acquiring native sounding pronunciation. This means that the success of learning a foreign language can be evaluated in terms of how one has developed his or her communicative competence, which can be defined as the ability to apply formal knowledge as well as the sociolinguistic aspects of a language on one's proficiency to communicate. Communicative approach has been characterized as extensive teaching method and not just one with clearly defined sets of classroom practices. Because of this, it is usually identified as a list of general futures. One of them is David Nunan's (1991) five features of communicative learning teaching. They are: 1) learning to communicate by interaction in the L2; 2) presenting of authentic texts into the learning situation; 3) giving opportunities for people to concentrate on both language and the learning management procedures; 4) enhancement of learner's own personal experience as important contributing elements to classroom learning and 5) linking language learning inside classroom with language learning activities outside. Nunan's list has been claimed by many advocates of the communicative approach particularly by those who are very concerned in language learning inside and outside the classroom. This board definition makes it such that any teaching practice that aims to help students develop their communicative competence in practical and usable contexts is considered as a form of instruction. A communicative approach environment would often have pairs/group work where participants are required to discuss and work together. It is known for fluency based activities that encourage the development of confidence, role plays where they can practice and develop language functions and the sensible use of grammar and pronunciation focused activities.

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