Detail An Instructional Design Model for Classroom Discourse Acquisition: Helping Pre-service Nonnative English Teachers Acquire Classroom Language   Oleh:  Astuti, Irma Windy Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 590-594. Topik: Classroom discourse; instructional design model; non-native English teacher Fulltext: AN INSTRUCTIONAL DESIGN MODEL FOR CLASSROOM.pdf (6.95MB) Isi artikel In EFL classes, English language should ideally be made the medium of instruction and communication. This is certainly intended to provide EFL learners with English language input, besides to foster and to engage them in using English in the classroom. However, not all practicing non-native English language teachers, including in Indonesia, seem to have excellent command in English. Whereas, some literatures have acknowledged that teachers’ oral proficiency would include good command on the use of classroom English. As a matter of fact, teachers’ ability to employ the use of classroom discourse or classroom language would help them deliver the lesson (i.e.: elicit, give instructions, explain, or clarify things) and communicate with their students in English effectively and meaningfully. This article wishes to provide an overview of an instructional design approach used to introduce classroom English/ classroom discourse to the future English language teachers in their pre-service teacher training education. It will then portray and exemplify how the teaching and learning procedures on classroom English introduction are carried out in order to help promote and enhance student teachers’ awareness and acquisition of oral English classroom discourse. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved