:::Teacher's Lesson:::
There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson. And as she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same.
But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard. Mrs. Thompson had watched Teddy the year before and noticed that he didn't play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X's and then putting a big "F" at the top of his papers.
At the school where Mrs. Thompson taught, she was required to review each child's past records and she put Teddy's off until last. However, when she reviewed his file, she was in for a surprise.
Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work neatly and has good manners...he is a joy to be around."
His second grade teacher wrote, "Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle."
His third grade teacher wrote, "His mother's death has been hard on him. He tries to do his best but his father doesn't show much interest and his home life will soon affect him if some steps aren't taken."
Teddy's fourth grade teacher wrote, "Teddy is withdrawn and doesn't show much interest in school. He doesn't have many friends and sometimes sleeps in class."
By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddy's. His present which was clumsily wrapped in the heavy, brown paper that he got from a grocery bag.
Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter full of perfume. But she stifled the children's laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist.
Teddy Stoddard stayed after school that day just long enough to say, "Mrs. Thompson, today you smelled just like my Mom used to." After the children left she cried for at least an hour. On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children..
Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one her "teacher's pets."
A
year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life.
Four years after that, she got another letter, saying that while things had been tough at times, he'd stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life.
Then four more years passed and yet another letter came.. This time he explained that after he got his bachelor's degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer -- the letter was signed, Theodore F. Stoddard, M.D.
The story doesn't end there. You see, there was yet another letter that spring. Teddy said he'd met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom. Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together.
They hugged each, and Dr. Stoddard whispered in Mrs. Thompson's ear, "Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference."
Mrs. Thompson, with tears in her eyes, whispered back. She said, "Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn't know how to teach until I met you."
2008년 6월 15일 일요일
Marginal Glosses
Marginal glosses are a standard feature of foreign-language readers. The few data-based studies on them, however, provide evidence that challenges their effectiveness.
:::Background:::
Genette groups glosses along with other elements such as the title, preface, and illustrations under the rubric"paratext." The function of the paratext is to facilitate the reception and consumption of the actual text. The practice of glossing dates from the Middle Ages, when a scripture verse, for example, would be surrounded by notes smaller than itself. It was then common for the gloss to occupy much more space than the text itself. In the sixteenth century, marginal glosses explicating specific segments of a passage were first utilized ; in the eighteenth, notes were moved to the bottom of the page.
Genette devotes and entire chapter of his lengthy essay to an analysis of the function of glosses in a fictional text, read in the first language. This investigation was limited to those glosses which are intended as aids during-reading in a foreign language.
Glosses are commonly used in foreign-language readers. Textbook writers maintain that glosses are necessary for fluent reading of a foreign-language text.
Glosses from eleven college French readers published from 1942 until 1988 were examined (Appendix). The table provides suuch information as how an item in the text is signaled as being glossed and what the editors tell the user about how and why they glossed the text. The almost half century represented by the readers in the table shows very little evolution in gloss format. The indication of a glossed term remains in 1988 as it was in 1942, a superscripted number. Notes are positioned at the bottom of side of the page.
:::Background:::
Genette groups glosses along with other elements such as the title, preface, and illustrations under the rubric"paratext." The function of the paratext is to facilitate the reception and consumption of the actual text. The practice of glossing dates from the Middle Ages, when a scripture verse, for example, would be surrounded by notes smaller than itself. It was then common for the gloss to occupy much more space than the text itself. In the sixteenth century, marginal glosses explicating specific segments of a passage were first utilized ; in the eighteenth, notes were moved to the bottom of the page.
Genette devotes and entire chapter of his lengthy essay to an analysis of the function of glosses in a fictional text, read in the first language. This investigation was limited to those glosses which are intended as aids during-reading in a foreign language.
Glosses are commonly used in foreign-language readers. Textbook writers maintain that glosses are necessary for fluent reading of a foreign-language text.
Glosses from eleven college French readers published from 1942 until 1988 were examined (Appendix). The table provides suuch information as how an item in the text is signaled as being glossed and what the editors tell the user about how and why they glossed the text. The almost half century represented by the readers in the table shows very little evolution in gloss format. The indication of a glossed term remains in 1988 as it was in 1942, a superscripted number. Notes are positioned at the bottom of side of the page.
2008년 6월 13일 금요일
:::Burning Question:::
Q1) In traditional Korean English learning classrooms, a large amount of class time is being spent for more teachers’ eliciting (stimulus/input) than students’ emitting the language (response/output). Is this the same case you experienced as a student? If so, what can you, as a teacher , do to change this pattern?
When I look back on my school days, A teacher dominated the classroom. They spoke most of the time, led activities, and constantly passed judgment on student performance.
As a teacher, I'll provide to the students a "student-centered" environment. In this environment, students will be given choices and be included in the decision-making processes of the classroom. I'll share a control of the classroom and students are going to be allowed to explore, experiment, and discover on their own. Their diverse thoughts and perspectives are going to be a necessary input to my class.
When I look back on my school days, A teacher dominated the classroom. They spoke most of the time, led activities, and constantly passed judgment on student performance.
As a teacher, I'll provide to the students a "student-centered" environment. In this environment, students will be given choices and be included in the decision-making processes of the classroom. I'll share a control of the classroom and students are going to be allowed to explore, experiment, and discover on their own. Their diverse thoughts and perspectives are going to be a necessary input to my class.
2008년 6월 11일 수요일
Reading Attitude
Reading attitude is a complex theoretical construct. It is defined in various ways, for example, "a system of feelings related to reading which causes the learner to approach or avoid a reading situation" or "a state of mind, accompanied by feelings and emotions, that make reading more or less probable".
According to an extensive and in-depth review of literature by Reeves, there is considerable agreement among contemporary researchers that reading attitude is defined by three components: cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioral intentions). This tri-component view is most explicitly stated by Mathewson, and these components can also be identified in other major models dealing with reading attitude, such as those of McKenna and Ruddell and Unrau. Attempts to understand students' reactions to reading by using this tri-component model have now been reported.
The present study focuses on two of the three components of reading attitude: cognitive and affective. The reason for not including the conative component is due to the difficulty of operationalising it in the context in which the study was conducted, where, even if L2 (English) books and texts have become widely available, their availability cannot compete with L1 (Japanese) books and texts. The conative component pertains to actions and behaviors which may promote or hinder reading. For example, "going to a library frequently", which is one of the possible statements representing the conative component, would represent the L1 conative component, but it would not represent the L2 component, because not all libraries have English books, or even if some do, the collection is likely to be relatively small.
As mentioned above, the present study intends to investigate both L1 and L2 reading attitudes, and for this purpose, it attempts to construct an instrument that measures both L1 and L2 reading attitudes in a similar manner. Due to this constraint, the study focuses on cognitive and affective components, two of the components that are regarded as constituting reading attitude.
According to an extensive and in-depth review of literature by Reeves, there is considerable agreement among contemporary researchers that reading attitude is defined by three components: cognitive (personal, evaluative beliefs), affective (feelings and emotions), and conative (action readiness and behavioral intentions). This tri-component view is most explicitly stated by Mathewson, and these components can also be identified in other major models dealing with reading attitude, such as those of McKenna and Ruddell and Unrau. Attempts to understand students' reactions to reading by using this tri-component model have now been reported.
The present study focuses on two of the three components of reading attitude: cognitive and affective. The reason for not including the conative component is due to the difficulty of operationalising it in the context in which the study was conducted, where, even if L2 (English) books and texts have become widely available, their availability cannot compete with L1 (Japanese) books and texts. The conative component pertains to actions and behaviors which may promote or hinder reading. For example, "going to a library frequently", which is one of the possible statements representing the conative component, would represent the L1 conative component, but it would not represent the L2 component, because not all libraries have English books, or even if some do, the collection is likely to be relatively small.
As mentioned above, the present study intends to investigate both L1 and L2 reading attitudes, and for this purpose, it attempts to construct an instrument that measures both L1 and L2 reading attitudes in a similar manner. Due to this constraint, the study focuses on cognitive and affective components, two of the components that are regarded as constituting reading attitude.
The Reading Process
Reading is an interactive-constructive process in which readers comprehend, interpret, and respond to text according to what they already know. Effective readers "have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. They actively create meaning by constructing, or generating, relationships between what is within the text and what they already know" (Hennings, 1994, p. 456). See the diagram that follows.
In both the cognitive and affective positions, many factors affect the meaning that readers make of the text. Reading comprehension is influenced by the reader's world knowledge, linguistic knowledge, text structure knowledge, and metacognitive knowledge.
2008년 6월 10일 화요일
What Would I Like To Read?
:::S Korea beef protesters detained:::
South Korean police have clashed with demonstrators in the capital Seoul during protests over government plans to resume US beef imports.
They fired water cannon and arrested more than 200 of the protesters, who say the move does not protect consumers against mad cow disease. 
At least 20,000 people gathered in Seoul for the latest in a month-long series of rallies on the issue.
Polls say the popularity of President Lee Myung-Bak has plummeted.
The worst clashes occurred when some protesters tried to march toward the presidential residence, the Blue House.
Police deployed water cannon in three areas to try to disperse the crowds. Dozens of people were hurt.
Washington deal
Seoul's beef market was closed to US imports in 2003 after the first US case of the disease was found in a Canadian-born cow in Washington state.
Under a deal reached with Washington in April, Seoul agreed to accept all cuts of US beef from cattle of all ages.
Other US trading partners such as Japan still will not do so because of concerns over mad cow disease and its deadly human variant, Creutzfeldt-Jakob disease.
The deal was announced during a visit to the US by President Lee, and was described by his critics as a move to please Washington.
Reports say the reaction to the deal has taken him by surprise.
Mr Lee took office in February on a wave of popularity, vowing to improve the economy.
Extensive Reading
Extensive reading is one of the ways of teaching reading. According to Richards and Schmidt, "extensive reading means reading in quantity and in order to gain a general understanding of what is read."
Thus, although there are variations in the ways in which an extensive reading programme is administered, extensive reading programmes share the basic tenet that students read a relatively large amount of texts compared with what is called intensive reading, which usually involves a slower reading of a relatively small amount of materials and often with translation exercises, particularly in a foreign language situation. In extensive reading programmes, students read relatively simpler materials than in intensive reading programmes, and they are not usually required to demonstrate understanding to a degree as detailed as they would in intensive reading programmes. Instead, students are expected to read a large amount of texts while enjoying reading. Extensive reading, as partly mentioned above, "is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading".
A considerable amount of research has been undertaken to examine whether extensive reading has beneficial results. Gains in various aspects of learners' abilities, such as general linguistic proficiency, reading, writing, vocabulary, and spelling, have been investigated. Positive effects of extensive reading on learners' affects, such as motivation and attitude, have been reported. Although there have been some criticisms of research methodology, and the results concerning the effect on learners' development have not always been clear-cut, researchers and educators involved in L2 instruction have become increasingly aware of the importance of extensive reading.
The previous studies on extensive reading were mainly interested in its effects on learners' development. The present study takes a different approach in terms of the cause-effect relationship of included variables. Previous studies treated extensive reading as a possible cause and other factors as the effects. In the current study, learners' performance in extensive reading is treated as the effect, and learners' attitudes towards reading in L1 and L2 are treated as possible causes.
Thus, although there are variations in the ways in which an extensive reading programme is administered, extensive reading programmes share the basic tenet that students read a relatively large amount of texts compared with what is called intensive reading, which usually involves a slower reading of a relatively small amount of materials and often with translation exercises, particularly in a foreign language situation. In extensive reading programmes, students read relatively simpler materials than in intensive reading programmes, and they are not usually required to demonstrate understanding to a degree as detailed as they would in intensive reading programmes. Instead, students are expected to read a large amount of texts while enjoying reading. Extensive reading, as partly mentioned above, "is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading".
A considerable amount of research has been undertaken to examine whether extensive reading has beneficial results. Gains in various aspects of learners' abilities, such as general linguistic proficiency, reading, writing, vocabulary, and spelling, have been investigated. Positive effects of extensive reading on learners' affects, such as motivation and attitude, have been reported. Although there have been some criticisms of research methodology, and the results concerning the effect on learners' development have not always been clear-cut, researchers and educators involved in L2 instruction have become increasingly aware of the importance of extensive reading.
The previous studies on extensive reading were mainly interested in its effects on learners' development. The present study takes a different approach in terms of the cause-effect relationship of included variables. Previous studies treated extensive reading as a possible cause and other factors as the effects. In the current study, learners' performance in extensive reading is treated as the effect, and learners' attitudes towards reading in L1 and L2 are treated as possible causes.
2008년 6월 9일 월요일
:::What Good Readers Do:::
Good readers are active readers. From the outset they have clear goals in mind for their reading. They constantly evaluate whether the text, and their reading of it, is meeting their goals. Good readers typically look over the text before they read, noting such things as the structure of the text and text sections that might be most relevant to their reading goals. As they read, good readers frequently make predictions about what is to come. They read selectively,continually making decisions about their reading -what to read carefully, what to read quickly, what not to read, what to re-read, and so on.
Good readers construct, revise, and question the meanings they make as they read. They draw upon, compare, and integrate their prior knowledge with material in the text. They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. They monitor their understanding of the text, making adjustments in their reading as necessary. Good readers try to determine the meaning of unfamiliar words and concepts in the text, and deal with inconsistencies or gaps as needed. They evaluate the text’s quality and value, and react to the text in a range of ways, both intellectual and emotional.
Good readers read different kinds of text differently. For example, when reading narrative, good readers attend closely to the setting and characters; when reading expository text, these readers frequently construct and revise summaries of what they have read. For good readers, text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. Comprehension is a consuming and complex activity, but one that, for good readers, is typically both satisfying and productive.
Good readers construct, revise, and question the meanings they make as they read. They draw upon, compare, and integrate their prior knowledge with material in the text. They think about the authors of the text, their style, beliefs, intentions, historical milieu, and so on. They monitor their understanding of the text, making adjustments in their reading as necessary. Good readers try to determine the meaning of unfamiliar words and concepts in the text, and deal with inconsistencies or gaps as needed. They evaluate the text’s quality and value, and react to the text in a range of ways, both intellectual and emotional.
Good readers read different kinds of text differently. For example, when reading narrative, good readers attend closely to the setting and characters; when reading expository text, these readers frequently construct and revise summaries of what they have read. For good readers, text processing occurs not only during ‘reading’ as we have traditionally defined it, but also during short breaks taken during reading, and even after the ‘reading’ itself has commenced. Comprehension is a consuming and complex activity, but one that, for good readers, is typically both satisfying and productive.
Individual Web Project: Self-Acess Reading Resources for L2 readers
1.Choose the target students and curriculum
-Middle school third grade/Publisher: 천재교육
2. Consider the purpose of providing web reading resources (eg. inclass? out-of class? or supplement materials for all students? or for a certain group of students? for what reasons?)
-out-of class
-The purpose of providing reading resources is to give supplement materials to some students who want to know about the chapters before learning them. It could be helpful for students to build their prior knowlege about the matters of the chapters. So, students can understand the contents of the text book better while they actually read the chapters. These reading resources would be suitable for advanced students.
3. Create your collection plot (e.g. five categories with 5 for each)
-7 categories with 5 for each
4. Define your reading categories (topic-based? chapter-based purpose-based, or genre-based or skills/strategy-based?
-I categorized the reading resources according to the topic of the chapters.
5. Collect the web resources carefully considering your purposes, target students, and etc.
6. Post your collection to your blog
-Please look at the side of this page:)
-Middle school third grade/Publisher: 천재교육
2. Consider the purpose of providing web reading resources (eg. inclass? out-of class? or supplement materials for all students? or for a certain group of students? for what reasons?)
-out-of class
-The purpose of providing reading resources is to give supplement materials to some students who want to know about the chapters before learning them. It could be helpful for students to build their prior knowlege about the matters of the chapters. So, students can understand the contents of the text book better while they actually read the chapters. These reading resources would be suitable for advanced students.
3. Create your collection plot (e.g. five categories with 5 for each)
-7 categories with 5 for each
4. Define your reading categories (topic-based? chapter-based purpose-based, or genre-based or skills/strategy-based?
-I categorized the reading resources according to the topic of the chapters.
5. Collect the web resources carefully considering your purposes, target students, and etc.
6. Post your collection to your blog
-Please look at the side of this page:)
2008년 6월 4일 수요일
About Using Dictionary
:::My Side of Opinion:::
When I catch a word that I don't know while I am reading, sometimes it is hard for me to be patient for using the dictionary.
However, I don't think it is good idea that we reach for the dictionary as soon as we see an unfamiliar word. If we read the whole sentence carefully, The meaning of the unfamiliar word may become obvious from context or we may conclude that we have comprehended enough not to have to bother with looking it up.
There is always a good chance that clues to a word's meaning may appear later in the paragraph because writers often try to help their readers understand by giving additional explanations, definitions, and clarifications.
When I catch a word that I don't know while I am reading, sometimes it is hard for me to be patient for using the dictionary.
However, I don't think it is good idea that we reach for the dictionary as soon as we see an unfamiliar word. If we read the whole sentence carefully, The meaning of the unfamiliar word may become obvious from context or we may conclude that we have comprehended enough not to have to bother with looking it up.
There is always a good chance that clues to a word's meaning may appear later in the paragraph because writers often try to help their readers understand by giving additional explanations, definitions, and clarifications.
2008년 6월 3일 화요일
::::My First Language Acquisition Theory::::
Language is not only a system for representing things, actions, ideas, and states but also a tool which people can use to communicate their concepts of reality in to the minds of others.
Basically, I agree with the nativist theories of language acquisition, which means the children are born with innate capacity for learning languages.
Considering my own experiences, however, Language acquisition strongly depends upon the child being exposed to language. I have 12 years old younger sister who has big age difference with me. As I look back upon the time when she was about age 4, I remember her saying a word which I repeated so many times around her to make her say it. Now, I believe that the language a child acquire is that of his/her surroundings.
Actually, some of researches show that children who are deprived of their linguistic environments simply do not begin to speak spontaneously. Although question of how the human being acquires a first language hasn't been answered to anyone's complete satisfaction, but it seems clear to me that the basic capacity to learn language is innate, while the particular form or meaning connections of individual languages are acquired through prolonged exposure to a specific speech community(mostly family).
Comment on the Article below
:::About Peaceful Candlelight Vigil In Korea:::
South Koreans started a candlelight vigil on 2 May and since then they have been running the same concept of protests 16 times. The protest has started against the US beef import! and anxiety on mad cow disease to ask Korean government and president Lee to reconsider the details of US beef import! agreement. Thousands of people have gathered with thousands of candles at the heart of Seoul, the capital of South Korea to change the government's decision. 70% of people who joined the protest were teenage girls and their parents, and lots of foreigners living in Korea, teachers, children, businessmen and students went to speak out their opinions.
However, government's reaction on their peaceful protest made people frustrated. They claimed those normal people as 'victims of propaganda spread by their political enemies' and insisted those teenage girls were 'brainwashed' by media, teachers and Internet, therefore the government must lead them into 'right way' by strengthen rules and regulations. The government started regulating major Internet portal sites and community sites, as well as video and photo sharing sites. Posts uploaded were disappeared; Results of public votes against president and the government were ignored. Some high school students got visited by police during their school lecture and had to go to police because they wrote posts against the government's decision. Human right of students were totally ignored and many of them have been threatened by school and police not to tell what have happened to them to public.
Yes, it sounds like a long story, but everything has happened in a month, in May 2008. The government might has concluded if they could control the media then they could close people's eyes and mouths. On 24 May, while people were still doing the protest, the CCTV on the street was suddenly switched off and police started to crackdown people in a violent way. They kicked a pregnant woman, pulled a teenage girl's hair to grab her, hit people by their shields and took wheelchair away from a disabled woman. Bloods and screams were spread and more than 10 people were taken to police station. They even broke media reporters' cameras to prevent them to report the situation.
However on the next day, 25 May, there was 'nothing happened' on media. Only a few newspapers could report the news, but they had to pay for their 'wrong decision' since the beginning of May, when they started to report what has really been happening in Seoul. Advertisers have been refused to put their ads on those newspapers, but Internet communities, anti-politics websites, and Korean citizens gathered money to support them and to run advertisings for informing the truth of U.S beef agreement and how they have been suffered from the government's pressure. They could run their advertising on those newspapers and support them at the same time.
Anyway, people were shocked by nothing has happened on major newspapers and TV sites. One of Korean major TV broadcast, SBS, reported the news but they insisted it was a 'peaceful' demonstration as usual, and they also said the video clip spread online was not true and it was the clip in the past. People started get really annoyed and decided to go on the street again, with their laptops, mobiles and cameras. And, what has happened at night on 25 May and early morning on 26 May, I could not believe my eyes and ears. My cousin reported me that two of his friends were injured their backs by police shields and sent to emergency. I could see lots of violence, screaming people, and people taken to police from the video clip.
We are living in a small world nowadays. We can easily read even small things everyday happening in everywhere in the world, such as 'what Hollywood superstar bought in a local supermarket yesterday'. Therefore I do not understand what has happened with International media and why they did not report what happened in Korea, although there were many famous scientists, professors, and people from abroad in protest.
I love my country more than anything in the world, because Korea is where I was born, where I was raised, and where I have people I love the most. I believe the power of people, the greatness of democracy.
2008년 6월 2일 월요일
What Would I Like To Read?
S. Korea delays U.S. beef imports
SEOUL, South Korea (CNN) -- South Korea is delaying its planned resumption of U.S beef imports in the face of mounting protests, state media said Monday.
The government has put off the final administrative step needed to resume imports after a request from the ruling party, the news agency Yonhap said.
The news account did not say how long the delay would last.
The country announced Thursday that it would resume importing U.S. beef as early as this month.
It had banned imports in 2003 amid concerns over a case of mad cow disease in the United States. The ban closed what was then the third-largest market for U.S. beef exporters.
Soon after last week's announcement, thousands of people responded with regularly-staged protests, chanting "We don't want crazy cows."
The news account did not say how long the delay would last.
The country announced Thursday that it would resume importing U.S. beef as early as this month.
It had banned imports in 2003 amid concerns over a case of mad cow disease in the United States. The ban closed what was then the third-largest market for U.S. beef exporters.
Soon after last week's announcement, thousands of people responded with regularly-staged protests, chanting "We don't want crazy cows."
Authorities dispatched more than 10,000 riot police everyday to keep the peace, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
More than 40,000 protesters gathered in central Seoul late Saturday night. Police detained more than 200 of them after they clashed with officers.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
The decision to delay imports came after the ruling Grand National Party urged the government to take steps to restore public confidence, Yonhap said.
The party had been working to soothe tensions, saying that American beef is safe to eat and that adequate safety precautions have been taken.
In 2003, the United States exported $815 million pounds of beef and beef variety meats to South Korea. The U.S. beef industry has lost up to $4 billion since the market closed, according to the U.S. Meat Export Federation.
Journal 8
Teaching vocabulary in reading
Building an adequate vocabulary usually comes slowly. It requires a strong desire to build word power, wide reading, practice in mastering words and using the words in oral and written communication. Most important, it requires a systematic, deliberate attempt to develop word power on a daily basis. Every student should know his dictionary well and consider it his most important reference book. Our vocabulary work will be limited to commonly used words (from the text mainly) and to be specialized vocabulary of reading.
Distributed or spaced practice, even for a few minutes throughout the day, is a very effective and painless way of building a good vocabulary. Unless the students can readily learn from lists, the card method best serves frequent practice. This method also can be used as Pre-reading activity before reading texts.
Method 1 :::Using cards or paper:::
①Write the vocabulary word with its syllabic breakdown and diacritical markings on one side.
On the reverse side, write the meaning appropriate to the verbal context (phrase or sentence in which the word appears).
②Add other meanings as most words have multiple meanings.
③Write a phrase or sentence using the word.
Have students Keep a few of these cards with them and review them quickly while waiting throughout the day. Replace the learned words with new words throughout the week. This way students will really master words instead of just possibly doing well on the test but forgetting them in a few days. What a waste of time this would be!
Method 2 :::The most practical way to get at the meaning of a word while reading is:::
①Try to determine the meaning from the verbal context (this may extend beyond the immediate words to the paragraph or article).
②Analyze the word structurally:
-What does the root or base mean?
-the prefix(es)?
-suffix(es)?
-Put them together.
-This will give you a clue to the word's meaning.
③Have students Say the word. Sometimes pronouncing it will help them to recognize it. It may be a word students have heard many times but never saw in print.
④Unless the meaning of a word is absolutely central to understanding the idea discussed, it'd better ask students to put off the interruption of looking it up immediately. Instead, let students make a light pencil check in the margin. When they finish the article or chapter, ask them to look up all the words check and make cards. As most words have multiple meanings, have students consider the verbal context in which the words appear so that students will select the correct meaning. Have students keep in their minds that the first one mentioned in the dictionary may not be the appropriate meaning for the context.
HOW IS VOCABULARY IMPORTANT??
All models of reading recognize the importance of vocabulary, but the interactive model goes further. Not only is a large vocabulary important, it is a prerequisite to fluent reading skills. Since automatic word recognition is more important to fluent processing of text than context clues as a first strategy, large-scale development of recognition vocabulary is crucial. The importance of vocabulary is not only related to the number of words, but also to the number of times that these words are encountered and retrieved in texts.
:::Multiple exposures in multiple contexts:::
One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often. According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
Building an adequate vocabulary usually comes slowly. It requires a strong desire to build word power, wide reading, practice in mastering words and using the words in oral and written communication. Most important, it requires a systematic, deliberate attempt to develop word power on a daily basis. Every student should know his dictionary well and consider it his most important reference book. Our vocabulary work will be limited to commonly used words (from the text mainly) and to be specialized vocabulary of reading.
Distributed or spaced practice, even for a few minutes throughout the day, is a very effective and painless way of building a good vocabulary. Unless the students can readily learn from lists, the card method best serves frequent practice. This method also can be used as Pre-reading activity before reading texts.
Method 1 :::Using cards or paper:::
①Write the vocabulary word with its syllabic breakdown and diacritical markings on one side.
On the reverse side, write the meaning appropriate to the verbal context (phrase or sentence in which the word appears).
②Add other meanings as most words have multiple meanings.
③Write a phrase or sentence using the word.
Have students Keep a few of these cards with them and review them quickly while waiting throughout the day. Replace the learned words with new words throughout the week. This way students will really master words instead of just possibly doing well on the test but forgetting them in a few days. What a waste of time this would be!
Method 2 :::The most practical way to get at the meaning of a word while reading is:::
①Try to determine the meaning from the verbal context (this may extend beyond the immediate words to the paragraph or article).
②Analyze the word structurally:
-What does the root or base mean?
-the prefix(es)?
-suffix(es)?
-Put them together.
-This will give you a clue to the word's meaning.
③Have students Say the word. Sometimes pronouncing it will help them to recognize it. It may be a word students have heard many times but never saw in print.
④Unless the meaning of a word is absolutely central to understanding the idea discussed, it'd better ask students to put off the interruption of looking it up immediately. Instead, let students make a light pencil check in the margin. When they finish the article or chapter, ask them to look up all the words check and make cards. As most words have multiple meanings, have students consider the verbal context in which the words appear so that students will select the correct meaning. Have students keep in their minds that the first one mentioned in the dictionary may not be the appropriate meaning for the context.
HOW IS VOCABULARY IMPORTANT??
All models of reading recognize the importance of vocabulary, but the interactive model goes further. Not only is a large vocabulary important, it is a prerequisite to fluent reading skills. Since automatic word recognition is more important to fluent processing of text than context clues as a first strategy, large-scale development of recognition vocabulary is crucial. The importance of vocabulary is not only related to the number of words, but also to the number of times that these words are encountered and retrieved in texts.
:::Multiple exposures in multiple contexts:::
One principle of effective vocabulary learning is to provide multiple exposures to a word's meaning. There is great improvement in vocabulary when students encounter vocabulary words often. According to Stahl (2005), students probably have to see a word more than once to place it firmly in their long-term memories. "This does not mean mere repetition or drill of the word," but seeing the word in different and multiple contexts. In other words, it is important that vocabulary instruction provide students with opportunities to encounter words repeatedly and in more than one context.
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