의미단위 영어, 청크, 영어 듣기, 방법, 영어식 사고

[동와니]

Ⅲ. The design of the study

가. The execution of Research Plan 1

Research task 1		Development of meaning centered four skills integrated with self-study material

- Induce the major language function and form suggested in curriculum

- Choose the proper learning material including 4 skills with meaning unit

1) Extract the major language function and form suggested in curriculum.

가) Arrange the core language function and form from the national curriculum.

나) Plan the learning schedule based on the language function and form.

2) Choose the proper learning material including 4 skills with 'meaning units(Chunks)'.

가) In compliance with the national curriculum, choose the effective 'meaning units(Chunks)' centered on listening and speaking.

나) Make use of a variety of material including English textbooks, internet data, and reference books when you select materials.

나. The execution of Research Plan 2

Research task 2		Development of teaching and learning material for 'meaning units(Chunks)' centered on listening and speaking

- Take advantage of listening and speaking material extracted from the English textbooks.

- Devise the techniques for listening and speaking with various activities

1) Take advantage of listening and speaking material induced from the English textbook.

가) Excerpt the various teaching material from the textbook, especially showing the effective teaching methods using 'meaning units(Chunks)'.

나) Arrange the listening and speaking material neatly.

2) Devise the techniques for listening and speaking with various activities.

가) Devise new techniques and explore developed methods for 'meaning units(Chunks)'.

나) Teaching techniques for 'meaning units(Chunks)' of listening : Listening for minimal chunk pairs, listening and recognizing for meaning units(Chunks), and intensive listening for accents and pauses, etc.

다) Teaching techniques for 'meaning units(Chunks)' of speaking: Recognizing and using meaning units(Chunks), using body movements, recalling and reciting the blank expressions, etc.

Ⅳ. Execution of the study

1. (Grounding) Element analysis for teaching and learning, student co-research

가. Semantic units Chunk Tree in Grade 1 Listening & Speaking textbooks : essential learning elements

1) Speaking, and listening assessment and analysis of 7th National Curriculum

나. Semantic units Chunk Tree for listening & speaking textbook : student and teacher collaborative research

1) development of appropriate textbooks to students through participation in a student's eye level

2) Online communication work through multilateral exchange of ideas

2. (Planting) Chunk Tree English-textbook development

가. Chunks Textbook Development for 1st Grade English listening & speaking : Students and teachers both participate

1) The utilization of Listening SAT and Assessment materials

2) Presentation of three strategies and training programs

가) First, the contents listening (strategic listening)

나) Second, listening to the chunks of units

다) Third, speaking training through chunks of semantic units

[1st Step : Strategic Listening]
Before Listening While Listening Finding Answers	Using each type of strategy, listen to the listening real test by applying the top-down (Top-Down Process) information processing.
[2nd Step : Chunk Listening]
① Pronunciation	Training for listening to the conversation to hear exactly what the speakers say and correspond to the chunks.
② Chunk Training	While looking at the script, students are trained to hear the accented phrases and pauses.
[3rd Step : Chunk Speaking]
③ Chunk List	Step to repeat chunks of content-based training : the core of the exercises in order to get the hang of the chunks through chunks repetition.
④ Intonation	Step to improve students' recognition of accents and pauses : watching the liaison, stressed words, and pauses.
⑤ Fill in the Blanks	Step to try to use chunks in real context, after catching the meaning, students should speak the corresponding chunks to embody the chunks in real situations.

3) The content listening (top down process) : Listening skills, notes for the first sentence, connective parts, and key words.

4) Meaningful chunk listening (bottom up process) : understanding the concept of chunks, and chunking grammar rule (meaning units(Chunks), unit of structure, thought group, cluster, breath group).

5) Chunk speaking (bottom up - top down process) : liaison, understanding the differences between English and Korean, and the most frequent expressions (vocabulary adopted from basic curriculum)

2. Chunking utilizing pronunciation

1) Korean syllable-timed language

: One by one with each syllable phonetic recognition

2) English is stress-timed language

: Depending on the number of accented syllables pronounced

3) content words (Content Words) and FUNCTION (Function Words)

- Words that give the meaning of the sentence as a content delivery : a key component of the content (content words / crescendo strong form)

-Nouns, verbs, adjectives, adverbs, and telling the truth, interrogatives that give prolonged and accented stresses

- Corroborate functional words (function words / weak form) can be a verb, articles, prepositions conjunctions, modal verbs, pronouns and a word to display its content words, grammatical functions or logical relationships

6) Expert Review

Mia Jun

(Gyeongsang National University, Professor of Education and Native)

▹ MA TEFL / TESL University of Birmingham, Birmingham England (2001)

▹ March, 2009-present: Gyeongsang National University

▹ 2009: Genius Training: Elementary Student & Teacher Books (3rd/4th grades)

▹ 2008: Korea Ministry of Education: Middle School2 English Student Text book & Workbook

3. (Growing) Chunk Tree English : 1st grade class modeling deployment for Speaking & Listening

가. Overall characteristics

1) Presentation of methods for improving Listening & speaking skills

I'm in a chunk of listening and learning strategy

가. Acquire the chunks which are the basic units instead of separate words.

나. Enjoy the excitement of speaking after acquiring chunks.

다. Obtain two benefits through the use of material for scripts of real listening tests : English ability and English listening score.

2) Presentation of listening & speaking model for after-school classes and block-timed teaching

Listening & Speaking class tree model (100 mins)

3) Improvement of self-initiative in learning English

4) Game-like: everything can be a fun game. Intellectual amusement, not study

The purpose of this traits is to listen to the same scripts several times. After several types of exercises, students end up with listening 5 times so that they are able to speak in the end.

<Tip> When a teacher teaches listening parts, it is helpful for the teacher to use 'Answering battle game' Through the game, students are really motivated to listen carefully. Of course, there should be some reinforcement even as a small stamp, a candy, or score. As you know, the goal is to win the game, but as the learning process goes ahead, students end up speaking English proudly and interestingly.

5) Empathy: warming up using right brain stimulation (intimacy, hand gestures, speaking to each other, and self-speaking)

6) Cooperation: "I" thinking - "I" speaking "We" together and talking

나. Teaching and learning model

1) <Step 1 - listening strategies> Strategies listening activities

According to listening strategies, answer the questions thinking of pre- while - post listening and check the answers.

2) <Step 2 - chunk listening 1> Focusing on minimal chunk pairs

To listen to pronunciation centered on chunks unit in order to catch an accurate chunks representation.

It is a third listening stage. Through the chunk training, students should pay attention to the sentence accents and pauses. This is a second task for acquiring chunks
<Tip> On the third step of listening practice, most of the students might get low scores because it is a tough training exercise, so students should listen to the tape three or four times in order to catch the accents and pauses.

3) <Step 2 - chunk listening 2> Listening to the script and paying attention to the sentence accents and pauses to recognize chunks better

4) <Step 3 - Speaking chunk 1> chunk Speaking 1 (List chunks)

First stage of chunk speaking. After listening to the chunk lists, students repeat and acquire them.
<Tip> The chunks on the chunk lists are typical ones. Technically speaking, the rest of chunks are all of the phrases between slashes ( / ). Teachers can train students substituting words within each chunk. This also enhances the understanding of chunks so that students can speak easily and naturally.

Second stage of chunk speaking. Make students pay attention to intonation. Visualize the accents and pauses so that students internalize the concept of chunks, then read 3 - 4 times loudly to help internalize the accents and pauses.
<Tip> At this step, students should speak repetitively. To reduce the boredom and to increase the interest, first, speak up with whole group, second, use students hands, shoulders, or heads up and down in order to feel the intonation. And third, let students talk to their partners, and so on.

5) <Step 3 - chunk speaking 2> Chunk Speaking 2 (Intonation)

6) <Step 3 - chunk speaking 3> Chunk Speaking (Fill in the Blank) recognizing word orders, vocabulary, and sound.

It is the third step for chunk speaking. According to the meaning, students think and write the proper expressions in the blanks. And then converse with each other. In addition to this, the teacher can alter the situation by changing the meaning.

7) Speaking, automated, and direct-thinking

To try some of students' story will help students take advantage of a chunk of dialogue. It is the last step to integrate the whole expressions through simultaneous translation method.

[동와니]

댓글 주시면, 개발 완료되는 대로 보내드리겠습니다.