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Then slowly the teacher-counselor strives to enable him to arrive at his own increasingly independent language adequacy.This process is furthered by the language counselor’s ability to establish a warm, understanding, and accepting relationship, thus becoming an “other-language self” for client.
Communicative language learning, student-centred learning, authentic assessment and materials, and meaningful and motivating content are explained with examples.
Social constructivism and its subcategories are also examined The methods used to demonstrate the role of technology in delivering whole language involve the presentation of the use of the Moodle Course Management System (CMS), Computer-Assisted Feedback and the weblog as tools to facilitate language learning.
The language-counseling relationship begins with the client’s linguistic confusion and conflict.
The aim of the language counselor’s skill is first to communicate an empathy for the client’s threatened inadequate state and to aid him linguistically.
The notion of using technology as a tool to deliver language learning is introduced, and Computer Mediated Communication (CMC) in a whole language context is also considered.
Whole language is introduced and cornerstones identified.This methodology is not based on the usual methods by which languages are taught.Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages.A Master of Arts Thesis Submitted to the College of Arts and Sciences by Jason Ward, "A Thesis in the Use of Computer Assisted Language Learning in a Whole Language Contest," May 2005. How can technology be used to enhance the delivery of whole language and motivate students? Available are Both Soft and Hard Copies of the Thesis.Community Language Learning is an innovative approach that Brown (19) lists as one of the “Designer Methods of the Spirited Seventies”.It is certainly unique in that it is one of the first methods to be developed that really focused on the feelings of the students and tried to address “affective” factors in learning (particularly for adult learners).The student-centred nature of online interaction was also supported by the comparison of an in-class discussion to an online-discussion using Flanders' Interactional Analysis categories, which demonstrated that over three quarters of a face-to-face class was teacher-led compared with about a tenth of an online class.In the conclusion, the shortcomings of the research methodology are acknowledged, such as unavoidable interviewer bias and variables in the comparisons between classes, and suggestions made for improvements in future research.It has been criticized for being non-directive, and it certainly is not method which could be recommended for students who are learning English as part of a standard, compulsory education curriculum.The method assumes that students intrinsically to learn the new language and that is not always the case.