GONZÁLEZ MARCELA
Libros
Título:
Living in Society: Non-conformity and prejudice
Editorial:
Asociación Cooperadora de la Facultad de Lenguas
Referencias:
Lugar: Córdoba; Año: 2011 p. 107
ISSN:
978-987-1838-01-1
Resumen:
In conjunction with such topics as communication and language, social conflicts and dilemmas, the human mind and the body, and music and painting, non-conformity and human prejudice are two important components of the thematic background against which English Language III students at the School of Languages (Facultad de Lenguas, Universidad Nacional de Córdoba) embark on the task of developing and enhancing their linguistic skills. To post-intermediate and advanced students, understanding what leads people to contravene rules or to be prejudiced towards others may be a genuinely stimulating challenge.ESL teachers specializing in these levels, however, we have also often encountered insecurity on the part of some of our students and even reluctance to participate in classes which promote the active and lively discussion and expression of ideas which center around such aspects of life in society.We have also noticed that such fears are rooted in the perception that a person has to know about sociology and/or philosophy to be able to express an opinion or communicate a response. Following the communicative approach known as ?Tapestry Approach,? developed and advocated by Scarcella and Oxford (1992), we have structured the materials is such a way as to integrate the practice of all the skills, rather than dissecting language instruction into rigidly separated skill compartmentsThis structure also promotes an emphasis on meaning, exposure to naturally occurring authentic language, the opportunity for the expression of personal ideas, peer feedback, and various forms of cooperative learning. there is a special emphasis in the present materials on explicit instruction of content-specific vocabulary, as our next main objective, based on current research-based principles which suggest that explicit vocabulary may have the added effect of increasing students? interest and motivation to learn lexical items and collocations.The content unit intersperses a series of vocabulary exercises with the integrated practice of the major skills and offers an additional consolidation section at the back of the set. This section provides students with the opportunity to develop and enhance their lexical competence.In the selection and design of activities for vocabulary acquisition, the authors have followed the five-stage cycle model proposed by Brown and Payne (1995), by which all strategies fall into five essential steps: (1) having sources for encountering new words, (2) getting a clear image, either visual or auditory or both, for the forms of the new words, (3) learning the meaning of the new words, (4) making a strong memory connection between the forms and meanings of the words, and (5) using the words. Thus, students will acquire content-specific vocabulary throughout the practice of the major skills of speaking, listening, reading, and writing. Wingdings; mso-fareast-language: ES; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings" -fareast-language: ES; mso-bidi-font-weight: ´learn both inside and outside the classroom? ; LINE-HEIGHT: