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Transcript

TRENDS

SCHOLARLY

ATTENTION

Group

THE NEED FOR REFLECTION OF LEARNER IDENTITY

THE NEED FOR CULTURAL LOCALIZATION OF MATERIALS

REDUCE EMPHASIS ON USE

LESS EXTREME

LINGUISTIC SYSTEM

IFNORE LEARNERS' NEED FOR LINGUISTIC KNOWLEDGE

SOPHISTICATED SYLLABUS

Difficult to implement it in classroom

- Local enviroments

- A more culturally authetic thoery.

- Their own values expression.

- More cross-culture comparisons.

- The thrust of cultural differences discussion.

- Practical communiction skills.

- Comfort in learning.

- Private speech

- Initiate learning ways.

- Flexibility and choice right.

- Individual experiences application.

1970

1990

1960

1980

"COMMUNICATIVE REVOLUTION"

"MULTIMENSIONAL SYLLABUS"

MECHANICAL LANGUAGE EXERCISES

+ Functions and notions

+ Roles and skills

+ Themes and situations

MEANINGFUL EXERCISES

DEVELOPING MATERIALS FOR SPEAKING SKILLS

EVALUATION

FRAMEWORK

LINGUISTIC SUPPORT

UTILIZING RESEARCH TRENDS

Appropriate and sufficient linguistic input.

- Output producting opportunities.

- Formative assessment for learning.

CONTENT-BASED

AN EFFECTIVE SUPPORT

DEVELOPING

EFFECTIVE

DIVERSITY & FLEXIBILITY

- Learning style, proficiency, maturity, interest.

SKILLS SUPPORT

- Inspiration, imagination, creavity, cultural sensibilities.

- Visuals.

- Cultural and individual knowledege utilization.

- Unrestrained improvisation

- Learners’ cultural sensitivities.

- Sharing and processing information opportunities.

- Wide range of communicative functions and strategies.

- Various forms of interpersonal communication.

Conceptualizing learner needs

Focus on both sharing and processing information

Respect for learner control of meanings

Translating needs to subject matters

and communication situations

Potential for a range of learner choices

Identifying verbal communication strategies

Concern for learner affectivity

Utilizing verbal sources from real life

Utilization of individual knowledge

Rehearsing features of spoken discourse

Designing skill-acquiring tasks

Moving beyond the Initiation-Respond-Feedback model

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