Language-Learning Simulation : A Practical Guide  

Oleh:

Hyland, Ken

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 31 no. 4 (Okt. 1993), page 16-21.
Topik: simulation; language - learning; simulation
Fulltext: Language-Learning Simulations.pdf (320.98KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Most teachers realise that the best strategy to encourage communication in a classroom is to remove the classroom. By creating learning situations that interest and immerse students we weaken the constraints of the classroom and encourage the development of communicative language use. This is the basic principle of language - learning simulations. While teachers often use role - plays, some may feel that simulations will be too difficult to organise or too demanding for their students. This reluctance is understandable but ill - founded. While simulations require thought and planning, they come in all shapes, sizes, and levels of complexity and can be tailored to match the individual circumstances of a particular group. This article briefly covers some of the main issues by answering a series of questions. It describes what a language - learning simulation is, looks at some of the problems, and suggests how teachers might overcome them.

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