The catesol journal 0. • 2018 •
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- Stage 3: Design Needs Assessment
Stage 2 ITA Example
This example concerns an oral-proficiency course curriculum for ITAs at an American university in which most of the students were native Mandarin speakers whose goal was to pass an ITA speaking test and obtaining an academic job in the US. Accordingly, the instructor adopted an approach to intelligibility that was appropriate for high- level learners. The course also adopted a GA pronunciation model. The importance of pronouncing field-specific words, conducting in- structional tasks (defining terms, proctoring labs or discussions), and interacting with American undergraduate students (including dur- ing office hours) informed the decisions on which tasks to include. From past experience, the instructor was aware that students often began the course feeling frustrated by the need to improve their Eng- lish skills while at the same time not believing that it was possible to improve their pronunciation. The instructor predicted pronuncia- tion challenges common to L1 Mandarin speakers, based on previous experience: placement and production of word- and sentence-level stress, intonation, challenging segmentals such as /ai/, /ʃ/ and /ʒ/, and dropped noun and verb final -s errors. Stage 2 considers learner factors in order to connect the curricu- lum to each learner’s goal. Instructors use the learners’ goals to select pronunciation model(s) and tasks that create a more motivating cur- riculum. Next, they identify critical cognitive factors that can promote successful skill development. Finally, a review of typical L1 challenges begins the narrowing process of identifying potential pronunciation needs to be addressed. In sum, analyzing learner factors connects a pronunciation-inclusive curriculum directly to the learners’ needs based on their goals, cognitions, and L1s. Stage 3: Design Needs Assessment Download 235.22 Kb. Do'stlaringiz bilan baham: |
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