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Teaching EFL through an Integration of Extensive and Intensive Reading

Teaching EFL through an Integration of Extensive and Intensive Reading
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외국어교육특수대학원 TESOL학과
이화여자대학교 외국어교육특수대학원
Laura Eunae Park
1. Introduction Purpose: This book is designed for EFL students to read authentic English books and learn English through a variety of meaningful activities integrated with Extensive Reading, Intensive Reading and various methodologies. Rationale: Most Korean students in EFL contexts learn English in order to prepare for the Korean Scholastic Aptitude Test (KSAT). This results in focusing on certain methodologies such as especially Intensive Reading or Grammar Translation. However, to maximize learners’ proficiency, learners should be motivated by the enjoyment of the learning process and engaging in meaningful activities. Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT) and Extensive Reading (ER) enable learner-centered motivating classes with authentic language use aimed at developing the four language skills. Target Learners: 5th grade elementary school students, Mixed gender Proficiency Level: Intermediate-Mid (ACTFL) Learning Context: Private lessons, 3 times a week for 1 hour each 2. Method Communicative Language Teaching (CLT) Task-Based Language Teaching (TBLT) Extensive Reading (ER) Intensive Reading (IR) 3. Expected Outcomes Students will be able to obtain abundant vocabulary knowledge and reading fluency by reading a variety of authentic books. Students will be able to develop communicative and cooperative skills by performing pair/group tasks. Students will be able to improve overall language proficiency through both receptive and productive activities. Students will understand the language in both authentic and Korean academic environments through more upgraded ER and IR integrating learning as well as grammar. Students will develop a reading habit, which is one of the primary goals of ER.
석사학위를 수여받기 위해 제출된 포트폴리오임. 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.
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