Summarize what you have learned about discourse markers. Tell us how much do you care discourse markers (consciously, unconsciously)when you read English texts?
Actually, I'm a little confused with discourse markers and discourse connectors in light of concepts and difference between conjuction and discourse connectors in terms of their roles.
Anyway, they are sorts of cohesive device, which signals relationship between different parts of the discourse, between the wirter and his message. for example, first of all, next, in conclusion signal sequece between discourse.
the problem is (maybe becouse of their semantic features), I cannot still understand categorizing them especailly, I don't understand why 'in conclusion' is not 'summerizing' but' sequencing'.
I consciously use discourse markers when I read something. for example, when I study for exam, and have 200pages book that I have to read, I usually draw a line under or circle on appropriate sentences. it cleary help me know which is important or not and get a gist of a text
Showing posts with label :) JOURNAL. Show all posts
Showing posts with label :) JOURNAL. Show all posts
word attack skills
Think about how well you have trained word attack skills to effectively use three strategies (p.66-73) in English class throughout your secondary school years. What strategies were more highlighted? Or what strategies were ignored? Tell us how you want to teach word attack skills to your students in the future.
how I want to teach word attack skills
even though in reality it is difficult for teachers to various exercises for WASs, as time goes, I assume that the importance of extensive readning will be crucial to imprve reading comprehension. So, I'll try to give students various kinds of reading materials as many as possible. I think, it also would develop their autonomy about their own learning process.
Strategies that were highlightend.
firstly, My teachers always exphasize about importance of ignoring unimportant items and how to do it. not explicitly, they told when I have an item that I don't know, I need to figure out this is an important one or not in terms of sturcture clues. for example, if there is an adjective that I don't know in front to a noun and it just modifies the noun, it would be okay for me just ignore it.
Strategies that were ignored.
they usually handle text in the textbook. and according to the school time table, they have some scope that they were supposed to cover. So to do 'inference from context' is hardly used, because of time limit.
how I want to teach word attack skills
even though in reality it is difficult for teachers to various exercises for WASs, as time goes, I assume that the importance of extensive readning will be crucial to imprve reading comprehension. So, I'll try to give students various kinds of reading materials as many as possible. I think, it also would develop their autonomy about their own learning process.
Strategies that were highlightend.
firstly, My teachers always exphasize about importance of ignoring unimportant items and how to do it. not explicitly, they told when I have an item that I don't know, I need to figure out this is an important one or not in terms of sturcture clues. for example, if there is an adjective that I don't know in front to a noun and it just modifies the noun, it would be okay for me just ignore it.
Strategies that were ignored.
they usually handle text in the textbook. and according to the school time table, they have some scope that they were supposed to cover. So to do 'inference from context' is hardly used, because of time limit.
17.03.10 Journal
Wednesday, March 17, 2010
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The Topic of the Journal
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
the reason that I guess is the quality of private educational institutes that usually concentrate on analytical aspects of English. They are just using so called efficient tools such as diverse textbooks, visual aids and so forth, but have lack of consideration on children's motivation. I'll take my example from my experience. The opportunity that led me to be interested in English was watching Harry potter. After watching Harry Potter movie, I could have chance to talk about the story with my middle school teacher, and I realized that she had read it in English. I was quiet surprised about the fact that even though she was Korean Teacher (I mean her major was Korean education not English one), she totally understood the story. So I got to know that English cannot be separated from my life and if I know it well and am able to use it at will, someday, maybe, days that I can understand English movies without subtitles would come.
So, to my brother, I would try to find some strategies to make him be motivated. for example, there are lots of Japanese or American animation dubbed in English with low hindrances to understand. after let him have curiosity about them, I would stress that stuff that you have learned in the institute is not nothing to do with things that you are interested in.
Suppose your younger brother, nine year old, does not read in English yet, so your mother decided to send him to Hakwon. But 3 months later he ended up feeling that English is simply nightmare. He hates doing phonics workbook and memorizing words. He doesn't want to go to Hakwon anymore. Your mother is anxoius and worried about your brother, so asks you how to help him enjoy reading in English? What would you say?
the reason that I guess is the quality of private educational institutes that usually concentrate on analytical aspects of English. They are just using so called efficient tools such as diverse textbooks, visual aids and so forth, but have lack of consideration on children's motivation. I'll take my example from my experience. The opportunity that led me to be interested in English was watching Harry potter. After watching Harry Potter movie, I could have chance to talk about the story with my middle school teacher, and I realized that she had read it in English. I was quiet surprised about the fact that even though she was Korean Teacher (I mean her major was Korean education not English one), she totally understood the story. So I got to know that English cannot be separated from my life and if I know it well and am able to use it at will, someday, maybe, days that I can understand English movies without subtitles would come.
So, to my brother, I would try to find some strategies to make him be motivated. for example, there are lots of Japanese or American animation dubbed in English with low hindrances to understand. after let him have curiosity about them, I would stress that stuff that you have learned in the institute is not nothing to do with things that you are interested in.
What do i usually read in English?
Monday, March 8, 2010
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When I was a high school student, I'd barely read something in English. The only thing that I could have access to was English textbook, signs on streets, I guess. However, after entering the university, the range that I could get some information in English from got larger and larger. For example, I started to read something academic thoroughly such textbook as 'Principles of Language Leaning and Teaching'. and I think it caused me to get interested in reading in English.
Not only that, but I also tried to read newpaper in English. of course, Campus Hareld is the one that I used to read in the university.
Two years ago, to apply for being a exchage student, I was supposed to take a Toelf exam. it was not a kind of paper exam, I had to get used to reading something in English through a moniotor. to attain the score that i wanted, I read articles on my computer every day. And one of Enlish site which was helpful was http://oyc.yale.edu/ that provides us with real lectures in yale university with moving pictures and their scripts.
In Finland, English was central in my life. even though its official languages are Finnish and Swedish, most of people are able to use English on their daily basis. So I could get some information that I needed in English such as textbooks, nutrition tables, goods prices as well as program scheduals in the university. in the future, I'll use more various kinds of sources in English for sure. I'm planning to read more fictions or descriptive articles and so forth.
Not only that, but I also tried to read newpaper in English. of course, Campus Hareld is the one that I used to read in the university.
Two years ago, to apply for being a exchage student, I was supposed to take a Toelf exam. it was not a kind of paper exam, I had to get used to reading something in English through a moniotor. to attain the score that i wanted, I read articles on my computer every day. And one of Enlish site which was helpful was http://oyc.yale.edu/ that provides us with real lectures in yale university with moving pictures and their scripts.
In Finland, English was central in my life. even though its official languages are Finnish and Swedish, most of people are able to use English on their daily basis. So I could get some information that I needed in English such as textbooks, nutrition tables, goods prices as well as program scheduals in the university. in the future, I'll use more various kinds of sources in English for sure. I'm planning to read more fictions or descriptive articles and so forth.
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