A Bi-Modality Approach to Language Program Design.

Autor/in	Wongsothorn, Achara
Titel	A Bi-Modality Approach to Language Program Design.
Quelle	In: PASAA: A Journal of Language Teaching and Learning in Thailand, 2 (1988) 18, S.36-47 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Faculty; English (Second Language); Foreign Countries; Government Employees; Higher Education; Intensive Language Courses; Listening Skills; Program Development; Reading Skills; Second Language Instruction; Skill Development; Writing Skills; Thailand + Suchen Sie Ihr Suchwort? Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Programmplanung; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit
Abstract	A summer intensive English language course is described that is offered by the Chulalongkorn University Language Institute (CULI) in Thailand to university instructors and government officials. A writing program, which constitutes one-fourth of the entire course, consists of 10 units incorporating main functions and topics of English use found in a previous CULI study to be important in the Thai government sector. Writing is viewed as a dynamic, interactive, and integrative skill activity, and the program merges listening texts and video input with reading texts to maximize the output via the graphic mode. Students are required to listen-write, observe-write, read-write, listen-read-write, and observe-read-write within specified domains of language functions and topics. Aspects of program design, implementation, and evaluation are reviewed. Sample program units are included. Contains 9 references. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC