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How to Make a Great Cup of Tea

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by

Jae Shin

on 9 May 2011

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Transcript of How to Make a Great Cup of Tea

How to Make a Great Cup of Tea External variables Learner attitude of family & friends toward target language and culture classroom culture and context Internal variables LAD
Previous experience
Cultural schemata
Intelligence
Attitude
Motivation
Learning goals Cut off leaves each leaf is different based on background and experience of each learner avoid yellowish or spotted leaves As teachers we should avoid making judgements or assumptions about students based on external factors We are facilitators Role of learner responsible for own learning Wash leaves in cold water assess learner needs strengths possibilities focus on the learner provide cognitive support make suggestions
challenge creativity
encourage independent thinking lower affective filter prep students for learning Steam leaves steam=input teacher talk
textbooks
materials
other students
non-verbal input
lectures Dry leaves amount of sun=comprehensible input, i+1 ZPD learning takes time reflection and maturation of learner Intake Interlanguage system phonological rules
grammatical rules
discourse rules
sociolingual rules
pragmatic rules
reception ruel
production rules young leaves differences in learning older, mature leaves L1 transfer of rules and strategies overgeneralization Steep dry tea leaves in boiling water Interaction provide meaningful learning opportunities cooperative learning dialogue b/w students and students w/teacher learning is contextualized realted to students' lives learning is an active process motivation is key encourage learner inquiry, initiative, curiosity experience has a critical role in learning learner has existing beliefs, attitudes, and experiences Give tea leaves "just enough" time to steep to avoid bitter taste error correction only provide correction for global errors, not local or mistakes
don't provide too much correction, may hinder learning
provide just enough corrective feedback for optimal learning scaffolding provide "just enough" scaffolding according to need
take away when not needed Add condiments affective variables extroversion anxiety risk taking empathy comprehension and production strategies error monitoring self-practice feedback Output Reading Writing Speaking Listening
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