Rationalising College English Methodology: A Student-Activated, Study-Learning Method for Adolescents.

Autor/in	Das, Bikram K.
Institution	Central Inst. of English and Foreign Languages, Hyderbad (India).
Titel	Rationalising College English Methodology: A Student-Activated, Study-Learning Method for Adolescents.
Quelle	In: CIEFL Bulletin, 10 (1974), S.13-35 (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; College Second Language Programs; Curriculum Development; English (Second Language); Grammar; Indians; Postsecondary Education; Reading Comprehension; Reading Material Selection; Reading Skills; Second Language Instruction; Student Motivation; Syntax; Teaching Methods; Vocabulary Skills; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Inder; Post-secondary education; Tertiäre Bildung; Leseverstehen; Reading skill; Lesefertigkeit; Fremdsprachenunterricht; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Aktiver Wortschatz; Writing skill; Schreibfertigkeit
Abstract	This new method for teaching college English in India is based on prior assumptions but is given a justification and a methodological framework previously lacking. The method, which lies somewhere between the manipulative control and regimentation employed at the school level and the total freedom of the existing college method, is described in three parts: (1) the organization of the materials, (2) the teacher's presentation, and (3) the exercises and practice by the students. The linguistic and literary qualities that reading texts should reflect in order to encourage the habit of reading and develop reading skills are listed. Suggestions are made for: (1) motivating the students to read, (2) improving reading speed and comprehension, (3) handling special vocabulary and problems of syntax, (4) writing exercises for the students, (5) leading oral discussions based on the reading, (6) expanding vocabulary skills, and (7) preparing grammar exercises based on the reading. Suggestions for written work, which should reinforce the oral activities and be part of every class, are also offered. (PMJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01