As I have now finished the course, an idea abruptly just popped up in my head. In an era where creativity and innovation are considered pivotal, one who possesses specific computer capacity would have a head start against others. I pretty much found the notion to be true since some of the rich and eminent figures are substantially intimate with dealing with computer technology( figures such as Bill Gates and Steve Jobs). Seriously, I read in a book once that if you have the lust for something earnestly, you would be able to accomplish that very goal of yours. Moreover, one cannot beat others that puts in all their effort in a certain area and going one step further, one cannot possibly even stop to think about competing with those that sincerely enjoy their work. Most of the time, I found this proverb to be inevidently and surprisingly true.
Even though the multimedia course was wholly and maybe rigorously designed to give all students the equal and egalitarian opportunity to proceed in learning the aspects of the software "POPCORN" and multimedia use, one cannot deny the fact that some students were motivated and indeed already fond of using computers. Whereas, some had to undergo the trouble of comprehending bizarre use of the program. To be clear, I definitely learned that it was of significant importance that one has to devote his time to have fair and sound contest with everyone else in the class. Also, I respect all of those that have, at one time or another, immersed themselves in learning and studying computer technology. Of course, this also includes applying and managing the program POPCORN. I concluded that in order to excel in one area or another, people should undoubtedly dedicate their assumingly priceless time and ultimately think of it as a bless to enjoy what they are doing at this moment. "Happy Newyear, Merry Christmas to all" Thank you.
Monday, December 21, 2009
Refllection About Class #2
When I first wondered about what sophomore students of English Education Department was going to learn in the class of Multimedia Teaching of English Language, I recollected my high school years. Indeed, I did take computer classes, most of which were strictly sponsored and managed by the school principal in order to provoke and develop computer manipulating strategies that were anticipated to be essential in the age of information technology.
Well, despite the effort put in by the school, all I had observed was an environment where students were chit-chatting or doing something else like playing computer games, hidden behind the monitor, guising their appearances from the teacher. Obviously, it was a quite a disappointment to me to find them carelessely dissipating time and money, not even pursuing to even care about why they were in the ambience of studying computers.
Fortunately, I didn't go through repeating my memory of high school years. I found that every college student in the class was contributing themselves to either speaking out when given the time to present one's ideas or incessantly trying to cope with the popcorn software. The course was driven two times a week, one period consisting of two hours and the other of 1 hour. I think that it was an optimum time distribution which allowed one to first take a look at the software and then at the theories of the book, "Teaching English as a Second Foreign Language"
Well, despite the effort put in by the school, all I had observed was an environment where students were chit-chatting or doing something else like playing computer games, hidden behind the monitor, guising their appearances from the teacher. Obviously, it was a quite a disappointment to me to find them carelessely dissipating time and money, not even pursuing to even care about why they were in the ambience of studying computers.
Fortunately, I didn't go through repeating my memory of high school years. I found that every college student in the class was contributing themselves to either speaking out when given the time to present one's ideas or incessantly trying to cope with the popcorn software. The course was driven two times a week, one period consisting of two hours and the other of 1 hour. I think that it was an optimum time distribution which allowed one to first take a look at the software and then at the theories of the book, "Teaching English as a Second Foreign Language"
Reflection About Class
Wraping up the fall semester of 2009, I came to realize that I've been dedicating myself to undergoing the good times and the bad, maybe because of the weather and the season autumn, or maybe because of the subconscious that had controlled my emotions. However, what I do know is that the seemingly long and arduous tunnel that actually had perplexed me is finally over, which I am quite glad about at this time of the year.
This was my first time, virtually coping with multimedia while doing language learning simultaneously. At first, for some reason or another, I never did take any acount of how important multimedia was and why I had to spare my time to confront it. What I actually had thought in my mind was consciously avoid using it or letting the time pass by until I was mandated to utilize in my daily life. This might include the appointed time to practically implement it(multimedia) as I engage in teacher practicum or essentially make use of it when I prepare for a time-consuming project or presentation. The flying popcorn, in that case, was quite worth learning, but a little bit intricate, to be honest. Any novice student in the area of coomputers would likely to find using the program somewhat astonishing yet complicated at the same time. It was resembling the structure and composition of Power Poing of Microsoft, but it had its idiosyncrasies that gave a boost of interest to most people. I was surprised to find the extension software programs of mulitmedia that could be interwoven with the popcorn, and surely did I spend that time myself to test its figures. Now that I've taken a course in the program and have designed a few of my projects via the software, I would take it for granted to possibly use it in the near future. Christmas is coming, so why don't I think about creating a Christmas card using it; Why not?
This was my first time, virtually coping with multimedia while doing language learning simultaneously. At first, for some reason or another, I never did take any acount of how important multimedia was and why I had to spare my time to confront it. What I actually had thought in my mind was consciously avoid using it or letting the time pass by until I was mandated to utilize in my daily life. This might include the appointed time to practically implement it(multimedia) as I engage in teacher practicum or essentially make use of it when I prepare for a time-consuming project or presentation. The flying popcorn, in that case, was quite worth learning, but a little bit intricate, to be honest. Any novice student in the area of coomputers would likely to find using the program somewhat astonishing yet complicated at the same time. It was resembling the structure and composition of Power Poing of Microsoft, but it had its idiosyncrasies that gave a boost of interest to most people. I was surprised to find the extension software programs of mulitmedia that could be interwoven with the popcorn, and surely did I spend that time myself to test its figures. Now that I've taken a course in the program and have designed a few of my projects via the software, I would take it for granted to possibly use it in the near future. Christmas is coming, so why don't I think about creating a Christmas card using it; Why not?
Wednesday, November 18, 2009
Reading Assignment Reflection
As I have read through the chapter discussing efficient listening strategies and methods, I thought about what actually brings about listening competency among
students and foreign language learners. Sometimes, the listening capabilities come
automatically, even though one has not put in that much effort to attain them. However, I reckon that this is solely restricted to the students or learners living
in the U.S. or Canada, sustained by the ESL(English as a Second language) environment. Thus, considering that most Koreans don't virtually fit into this kind of category, I can't help thinking about other desirable measures that could possibly enhance Korean students' listening skills. More than anything, one should study grammar and vocabulary before launching oneself to the realm of listening. Some people might object that all skills, including reading, listening, speaking, and writing must all be given the same amount of attention in the aspect of importance. Well, obviously, I have no obligation to deny this notion, but I do believe in the assumption that the acquisition of grammatical and lexical background of knowledge will definitely, indeed, aid, if not enrich the process of linguistic input. Accordingly, one that masters grammar and vocabulary to a certain extent will more likely be able to manage oneself to be sensitive to ambiguous accents or tones of the speakers of a listening dialogue. Ultimately, he or she will have that opportunity to grasp a moment of success in attaining listening comprehension skills or auditory competency. Moreover, in spite of my ideas of ways of English Listening, I still don't have the vaguest clue of why all students or grown-ups have to, as an obligation, proceed or pursue the studying of English. I mean, why bother to study
English if you are not even going to use it practically in the real context? The answer to this tough question; So far, I do not know.
students and foreign language learners. Sometimes, the listening capabilities come
automatically, even though one has not put in that much effort to attain them. However, I reckon that this is solely restricted to the students or learners living
in the U.S. or Canada, sustained by the ESL(English as a Second language) environment. Thus, considering that most Koreans don't virtually fit into this kind of category, I can't help thinking about other desirable measures that could possibly enhance Korean students' listening skills. More than anything, one should study grammar and vocabulary before launching oneself to the realm of listening. Some people might object that all skills, including reading, listening, speaking, and writing must all be given the same amount of attention in the aspect of importance. Well, obviously, I have no obligation to deny this notion, but I do believe in the assumption that the acquisition of grammatical and lexical background of knowledge will definitely, indeed, aid, if not enrich the process of linguistic input. Accordingly, one that masters grammar and vocabulary to a certain extent will more likely be able to manage oneself to be sensitive to ambiguous accents or tones of the speakers of a listening dialogue. Ultimately, he or she will have that opportunity to grasp a moment of success in attaining listening comprehension skills or auditory competency. Moreover, in spite of my ideas of ways of English Listening, I still don't have the vaguest clue of why all students or grown-ups have to, as an obligation, proceed or pursue the studying of English. I mean, why bother to study
English if you are not even going to use it practically in the real context? The answer to this tough question; So far, I do not know.
Monday, October 5, 2009
.bmp)
Monday, September 21, 2009
Monday, September 14, 2009
Reading Assignment p.187-p.203
.
1. Discuss activities for better texts comprehension:
-Answering questions related to information in the text
- Exploring key vocabulary
- Outlining and summarizig key ideas
- Writing down predictions of what's going to happen next in the story.
- flashcards, games
- synonyms and antonyms
Strategic Reading: stragetic readers understand the goals of a reading activity, have a
range of well-practiced reading strategies, apply them in efficient combinations, monitor
comprehension appropriatiely, recognize miscomprehension, and repair comprehension
problems effectively.
- common strategies: 1. previewing a text 2. predicting what will come later in a text
3. summarizing 4. Learning new words through analysis of word
stems and affixes 5. Using context to maintain comprehension
6. Recognizing text organization 7. generating appropriate questions
about the text 8. Clarifying text meaning 9. Repairing miscompreshension
* Extensive Reading: the practice of reading large amounts of text for extended periods of
time. The sustained silent reading of level-appropriate texts is the single best overall activity
that students can engage to enhance reading abilities.
1. Provide time for extended silent readings in every class.
2. Create chances for all types of reading.
3. Find out what students like to read and why
4. Allow students to take books and magazines home to read.
5. Create incentives for students to read at home.
3. In what way can multimedia assist adult learners' reading? (Adults means older than elementary school students :
Multimedia enhanced dictionaries: vocabulary developement with technology
meaning that increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners. Also, after reading a certain
material, computer aided programs could provide readers with problems associated with the reading material. Thus, this could possibly support teachers in instructing
students, but cannot replace teachers as a whole. The reason is that teachers are
still the means to find out about students' sociolinguistic factors and to motivate them.
1. Discuss activities for better texts comprehension:
-Answering questions related to information in the text
- Exploring key vocabulary
- Outlining and summarizig key ideas
- Writing down predictions of what's going to happen next in the story.
- flashcards, games
- synonyms and antonyms
Strategic Reading: stragetic readers understand the goals of a reading activity, have a
range of well-practiced reading strategies, apply them in efficient combinations, monitor
comprehension appropriatiely, recognize miscomprehension, and repair comprehension
problems effectively.
- common strategies: 1. previewing a text 2. predicting what will come later in a text
3. summarizing 4. Learning new words through analysis of word
stems and affixes 5. Using context to maintain comprehension
6. Recognizing text organization 7. generating appropriate questions
about the text 8. Clarifying text meaning 9. Repairing miscompreshension
* Extensive Reading: the practice of reading large amounts of text for extended periods of
time. The sustained silent reading of level-appropriate texts is the single best overall activity
that students can engage to enhance reading abilities.
1. Provide time for extended silent readings in every class.
2. Create chances for all types of reading.
3. Find out what students like to read and why
4. Allow students to take books and magazines home to read.
5. Create incentives for students to read at home.
3. In what way can multimedia assist adult learners' reading? (Adults means older than elementary school students :
Multimedia enhanced dictionaries: vocabulary developement with technology
meaning that increased effectiveness of multimedia-enhanced electronic dictionaries designed specifically for English language learners. Also, after reading a certain
material, computer aided programs could provide readers with problems associated with the reading material. Thus, this could possibly support teachers in instructing
students, but cannot replace teachers as a whole. The reason is that teachers are
still the means to find out about students' sociolinguistic factors and to motivate them.
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