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學術翻譯服務
The Nativist Approach: assumes that despite the fact that children’s early utterances are clearly not adult-like and lack many components of grammatical speech, children are operating with an abstract knowledge of grammatical categories. (Hyams翻譯社 1986)
Teachers should creatively use technology but not rely on it alone.
1. Communicative pedagogy溝通式教育法
2. Multiple Intelligence多元智能
3. Whole language teaching 全英語講授

Children are relatively more field-dependant, so teachers should use direct methods and try to provide a rich and stimulating environment with a lots objects to play with. Along with audio visual aids, all kinds of sensory input are important. Game-like language learning activities are an excellent, even essential, part of a program of children’s leaning activities. Children is general learn well when they are active and when action is channeled into enjoyable game翻譯社 they are often willing to invest considerable time and effort in playing it. Children’s attention span is short, about half an hour, so the grammatical instruction should last and be accompanied with more longer activities to catch their attention.
The Nine-Year Integrated Curriculum Guidelines


Intensive listening performance is listening for perception of the components(phoneme, words翻譯社 intonation翻譯社 discourse, markers) of a larger stretch of language.


成人與小孩
Inductive grammar is an approach to grammar teaching in which learners are not taught grammatical or other types of rules directly, but are left to discover or induce rules from their experience of using the language.
Constructivism建構式
portfolio assessment: three categories
其他影響進修因素
9. 教授教養評量
多元智能 Howard Gardner’s Theory of Multiple Intelligence
Extensive listening performance is listening to develop a top-down, global understanding of spoken language. Extensive listening performance ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose.擴大的 由上致下 全球化理解白話說話 從冗長的演說、對話理解訊息或大旨

Computer-aid language learning: CALL
聲調其實不影響身分 分歧腔調不代表優勝性或較下等
Deductive grammar teaching, contrasted with inducted grammar teaching翻譯社 is an approach to grammar teaching in which learners are taught grammatical rules and given specific information about a language.

1. Linguistic Intelligence
2. logical-mathematical intelligence
3. spatial intelligence
4. musical intelligence
5. bodily-kinesthetic intelligence
6. interpersonal intelligence
7. intrapersonal intelligence
8. naturalist intelligence
8. 文法
人類進修 以教員輔助開始 指點學生 學生從動手作中進修 本身去介入 發現 獲得謎底 進修進程並不是生成具有 也不是從零最先 而是從已有的獲得中 建造新的常識
Language experience approach supports children’s concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities. Another benefit of the language experience approach is the development of shared experiences that extend children’s knowledge of the world around them while building a sense of classroom community. Students are involved in planning翻譯社 experiencing, responding to, and recording the experience and later, in participating in “remember when we?” conversations.
http://www.cavesbooks.com.tw/CET/htm/m0420100.htm
Discrete-point testing involves testing one thing at a time翻譯社 item by item (e.g. a multiple-choice grammar test on the present perfect)


10. 影響進修的身分:
6. 其他技能 (教學法 approach)


不接連測驗 考試一樣東西 一個項目接著一個項目