Please click on the following link and answer the questions:
http://goo.gl/forms/OxAufkT5o0
Seven Mind Mapping Tools to Try This Year
2 years ago
Tuesday, March 8, 2016
Monday, March 7, 2016
Tuesday, December 8, 2015
수업 방식에 관한 설문 조사
한 학기 동안 수고 많았습니다.
이번 학기는 좀 특이하게 수업을 진행했는데요. 그에 대해 여러분들의 의견을 듣고 싶습니다. 여러분의 소중한 의견 부탁할께요. (아래 링크를 클릭해 보세요.)
http://goo.gl/forms/l1oa4Tf6vJ
고맙습니다. 기말 고사도 잘 보구요~
이번 학기는 좀 특이하게 수업을 진행했는데요. 그에 대해 여러분들의 의견을 듣고 싶습니다. 여러분의 소중한 의견 부탁할께요. (아래 링크를 클릭해 보세요.)
http://goo.gl/forms/l1oa4Tf6vJ
고맙습니다. 기말 고사도 잘 보구요~
Saturday, September 5, 2015
교양영어 과목명 (General English Course Titles)
2016학년도 교양영어 개편을 맞이하여 과목명을 새로이 정하려고 합니다. 지금까지 논의된 과목명은 다음과 같이 네 가지입니다. 그 중에서 여러분이 생각하기에 가장 적당한 이름이라고 생각되는 것을 골라주시면 적극 반영하도록 하겠습니다. (아래 링크를 클릭해 주세요)
http://goo.gl/forms/uYUvuq4NW6
기타 더 좋은 교과목명 아이디어가 있다면 공유해 주길 바랍니다.
감사합니다!
단국대학교 교양영어팀
http://goo.gl/forms/uYUvuq4NW6
기타 더 좋은 교과목명 아이디어가 있다면 공유해 주길 바랍니다.
감사합니다!
단국대학교 교양영어팀
Monday, November 10, 2014
학술지 웹사이트 (등재지)
접수 마감 일자
1. 한국영어교과교육학회
1호: 12/15 2호: 03/15 3호: 06/15 4호: 09/15
2. 한국영어어문교육학회
1호: 01/15 2호: 04/15 3호: 07/15 4호: 10/15
3. 팬코리아 영어교육확회 (PKETA)
1호: 12/31 2호: 03/31 3호: 06/30 4호: 09/30
4. 글로벌 영어교육학회
1호: 03/31 2호: 09/30
5. 한국외국어교육학회
1호: 11/15 2호: 03/15 3호: 06/15 4호: 09/15
6. 현대영어교육학회 (MESSO)
1호: 12/15 2호: 03/15 3호: 06/15 4호: 09/15
7. 한국멀티미디어언어교육학회 (KAMALL)
1호: 01/31 2호: 04/30 3호: 07/31 4호: 10/31
8. 외국학연구
1호: 02/15 2호: 05/15 3호: 08/15 4호: 11/15
9. 비교문화연구
1호: 02/10 2호: 05/10 3호: 08/10 4호: 11/10
10. 새한영어어문학회
11. 학습자중심교과교육학회
By the 20th day of every monty
1. 한국영어교과교육학회
1호: 12/15 2호: 03/15 3호: 06/15 4호: 09/15
2. 한국영어어문교육학회
1호: 01/15 2호: 04/15 3호: 07/15 4호: 10/15
3. 팬코리아 영어교육확회 (PKETA)
1호: 12/31 2호: 03/31 3호: 06/30 4호: 09/30
4. 글로벌 영어교육학회
1호: 03/31 2호: 09/30
5. 한국외국어교육학회
1호: 11/15 2호: 03/15 3호: 06/15 4호: 09/15
6. 현대영어교육학회 (MESSO)
1호: 12/15 2호: 03/15 3호: 06/15 4호: 09/15
7. 한국멀티미디어언어교육학회 (KAMALL)
1호: 01/31 2호: 04/30 3호: 07/31 4호: 10/31
8. 외국학연구
1호: 02/15 2호: 05/15 3호: 08/15 4호: 11/15
9. 비교문화연구
1호: 02/10 2호: 05/10 3호: 08/10 4호: 11/10
10. 새한영어어문학회
11. 학습자중심교과교육학회
By the 20th day of every monty
Saturday, September 29, 2012
Monday, July 12, 2010
Today's Lesson Week 9
1. Classroom Discussion (5:30 - 6:00 p.m.)
2. Web 2.0 Presentation by C & B (6:00 - 7:30 p.m.)
3. Web Evaluation (7:30 - 8:15 p.m.)
- Topic: Culture
2. Web 2.0 Presentation by C & B (6:00 - 7:30 p.m.)
- Flickr
- Tagging/RSS
3. Web Evaluation (7:30 - 8:15 p.m.)
- ePal : World email penpal site
- BigHugeLab: Provides lots of activities with photos
- Bookr: "Creates and shares your own photobook using Flickr images"
- Woices: "Free geolocalized audioguide"
Tuesday, July 6, 2010
Today's Lesson (Week 8)
1. Classroom Discussion (5:30 - 6:20 p.m.)
- Topics: Autonomy, Gaming, and Virtual World
- Video Clip: "Computer games in the classroom"
- Virtual World
- Tutpup.com - Educational games: "Play, Compete, and Learn"
- Tokbox.com - Online video conferencing tool
- Animoto.com - Video clips from your photos, texts, and audios
- Listen-and-write.com - Online dictation exercise program
Monday, June 28, 2010
Today's Lesson (Week 7)
1. Discussion (5:30 p.m. - 6:10 p.m.)
- Topics: Assessment/Feedback
2. Web 2.0 Presentation by J (6:10 p.m. - 7:00 p.m.)
- Podcasting
3. Web tool evaluation (7:10 p.m. - 7:45 p.m.)
- eslvideo.com - ESL video quizzes and resources
- gliffy.com - Online diagram software
- voxopop.com - A web-based tool which enables you to create or join a talk group
- surveymonkey.com - A web-based tool which enables you to create your own online survey
- wordle.net/tagxedo.com - A tool creating word cloulds from text
4. Extra time for the final project (7:45 p.m. - 8:15 p.m.)
Tuesday, June 22, 2010
Today's lesson (Week 6)
1. Classroom Discussion (5:30 p.m. -6:10 p.m.)
3. Web-based resources evaluation (7:00 p.m. - 7:40 p.m.)
- Topics on Voice Thread
- Group 1 (J, J, & P)
- Group 2 (C, M, & B)
3. Web-based resources evaluation (7:00 p.m. - 7:40 p.m.)
- Forvo.com : User-generated pronunication dictionary
- Wallwisher : Online notice board
- Readspeeder: A free reading tool that helps to speed your reading
Tuesday, June 15, 2010
Today's Lesson (Week5)
1.Classroom Discussion:Exposure and production
2. Web 2.0 Presentation
-Watch the video clip: Online Communities in the Classroom
-Joyce's presentation and classroom activity with Twitter
-Peer evaluation
3. CALL Software Evaluation
-Voki
Wednesday, June 2, 2010
Amazing People, Amazing Speech
I love this website: TED. There are many people out there who inspire us, but it is not easy to meet with all of them. Most of the time, we only know about a few of them, who are in the same career field as us or who are spotlighted by the media. The good thing about TED is that they draw all those people together and give us an opportunity to listen to their inspirational words. I have listened to some people who are full with inspirational ideas so far, and I loved them. I'm very glad that I will be able to talk about those great people and their great ideas with my son some day in the future.
About Blogs
1. What is a blog?
Please watch Blogs in plain English
Common Craft. (November 9, 2007). Blogs in plain English [Video file]. Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
“Websites consisting of dated entries typically listed in reverse chronological order on a single page” (Kolari et al., 2006, p. 92).
Publishing, sharing, connecting, and more.
Three basic components of blogs (Stone, 2004): 1) Chronology; 2) Frequency; 3) Focus (a voice/a specific topic of interest)
2. What features do blogs have?
Multimodal Publishing (such as text, image, audio, and video)
Commenting
Creating a network (by following or being followed)
Creating a link (through a blogroll, a list of links to blogs)
And MORE
3. Pentials for SL/FL learning
Blogs may:
Promote self-expression (a strong authorial voice) (e.g., Huffaker, 2005; Oladi, 2005; Warsachauer & Grimes, 2007)
Promote interactive and collaborative learning (particularly reading and writing) (Godwin-Jones, 2003; Ferdig & Trammell, 2004)
Provide an authentic audience (Warschauer & Grimes, 2007)
Help learners transform their learner identities
“Offer content for the exploration of the various nuances, registers, and genres that exist within blog writing in the target language” (Murrary & Hourigan, 2008)
Provide meaningful tasks and extended readership (Skyes, Oskoz, & Thorne, 2008)
Enhance reading and writing (Ducate & Lomicka, 2005)
Intercultural competence development (Byram, 2000; Belz & Throne, 2006; Throne, 2006; Elola & Oskoz, 2008)
Develop and refine their general ICT skills (Murrary & Hourigan, 2008)
“Another advantage is the ability to exploit what many students are already doing for fun and connect this to their reading, writing, and learning” (Will, 2005).
4. Theoretical Perspectives
Expressivism; “promotes and encourages a sense of fluency” and “supports the development of the writer’s distinctive ‘creative voice’”. (Murrary & Hourigan, 2008, p. 87)
Communicative Language Teaching (CLT): meaning-based language learning in real communicative situations.
Sociocultural orientations of language learning:
-Learning as a social practice
-Language as a mediational tool
-Dialogism
-Learning as a participation process
5. Example Cases of Using Blogs
Non-dedicated CALLware (Murrary & Hourigan, 2008)
Ducate & Lomicka (2005): University foreign language classes; A travel project in which US and French students who were participating in an exchange program documented their travels; helped US students gain a better understanding of the other perspective/culture.
Hendron(2003) states:
-Blogs promote frequent entries
-Promote short succinct entries
-Encourage the use of headings for each entry
-Put emphasis on content and not web design
-Encourage discussion about material online (p. 4)
Please watch Blogs in plain English
Common Craft. (November 9, 2007). Blogs in plain English [Video file]. Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
“Websites consisting of dated entries typically listed in reverse chronological order on a single page” (Kolari et al., 2006, p. 92).
Publishing, sharing, connecting, and more.
Three basic components of blogs (Stone, 2004): 1) Chronology; 2) Frequency; 3) Focus (a voice/a specific topic of interest)
2. What features do blogs have?
Multimodal Publishing (such as text, image, audio, and video)
Commenting
Creating a network (by following or being followed)
Creating a link (through a blogroll, a list of links to blogs)
And MORE
3. Pentials for SL/FL learning
Blogs may:
Promote self-expression (a strong authorial voice) (e.g., Huffaker, 2005; Oladi, 2005; Warsachauer & Grimes, 2007)
Promote interactive and collaborative learning (particularly reading and writing) (Godwin-Jones, 2003; Ferdig & Trammell, 2004)
Provide an authentic audience (Warschauer & Grimes, 2007)
Help learners transform their learner identities
“Offer content for the exploration of the various nuances, registers, and genres that exist within blog writing in the target language” (Murrary & Hourigan, 2008)
Provide meaningful tasks and extended readership (Skyes, Oskoz, & Thorne, 2008)
Enhance reading and writing (Ducate & Lomicka, 2005)
Intercultural competence development (Byram, 2000; Belz & Throne, 2006; Throne, 2006; Elola & Oskoz, 2008)
Develop and refine their general ICT skills (Murrary & Hourigan, 2008)
“Another advantage is the ability to exploit what many students are already doing for fun and connect this to their reading, writing, and learning” (Will, 2005).
4. Theoretical Perspectives
Expressivism; “promotes and encourages a sense of fluency” and “supports the development of the writer’s distinctive ‘creative voice’”. (Murrary & Hourigan, 2008, p. 87)
Communicative Language Teaching (CLT): meaning-based language learning in real communicative situations.
Sociocultural orientations of language learning:
-Learning as a social practice
-Language as a mediational tool
-Dialogism
-Learning as a participation process
5. Example Cases of Using Blogs
Non-dedicated CALLware (Murrary & Hourigan, 2008)
Ducate & Lomicka (2005): University foreign language classes; A travel project in which US and French students who were participating in an exchange program documented their travels; helped US students gain a better understanding of the other perspective/culture.
Hendron(2003) states:
-Blogs promote frequent entries
-Promote short succinct entries
-Encourage the use of headings for each entry
-Put emphasis on content and not web design
-Encourage discussion about material online (p. 4)
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