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Introductions

Introductions. FLTA 103 Beginning Tagalog. Syllabus Attendance and Homework Web-Based Activities Quizzes and Finals. Rationale Objectives List of Expectations Course Requirements Small Group. Syllabus.

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Introductions

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  1. Introductions FLTA 103 Beginning Tagalog

  2. Syllabus • Attendance and Homework • Web-Based Activities • Quizzes and Finals

  3. Rationale Objectives List of Expectations Course Requirements Small Group Syllabus

  4. 50 minutes of classroom experience and an opportunity to listen to the language being spoken This is an intensive 5 credit course therefore, work outside of classroom is crucial Attendance and Homework

  5. Individual learning outside of class is needed, language structures and dialog and vocabulary should be reviewed independently before every class period. Individual and Group Learning

  6. Group Work – cooperative learning is crucial in the success of language learning and in other aspects of academic life and eventually corporate work life.

  7. Learn Autonomous learning in the web. All activities and lessons are easily access at www.seasite.niu.edu/tagalog and at www2.seasite.niu.edu/tagvocab Web-Based Learning

  8. A form of a teacher evaluation that is necessary in determining individual student needs. They are also a form feedback for self-diagnosis and not simply for comparing one’s performance against a norm. Quizzes and Finals

  9. Students cheating in any form will be reprimanded and will be submitted for disciplinary action.

  10. Motivation the extent to which you make choices about goals to pursue and the effort you will devote to that pursuit Language Learning Strategies ability to use effective strategies Meaningful Activities Language Principles

  11. Strategies for acquiring new vocabulary can include: 1. categorization(e.g., according to meaning, part of speech, formal vs. informal language forms, alphabetical order, or types of clothing or food); Vocabulary Acquisition Strategies(excerpted from Weaver & Cohen (1997) Strategies-Based Instruction: a Teacher-Training Manual)

  12. 2. keyword mnemonics (that is, finding a native-language word or phrase with similar sounds, and creating a visual image that ties the word or phrase to the target-language word;

  13. learning pato in Spanish by selecting the similar-sounding English word "pot" and by creating a mental image of a duck with a pot on its head);

  14. 3. visualization(e.g., through mental images, photographs, charts, graphs, or the drawing of pictures); 4. rhyme/rhythm (e.g., making up songs or short ditties);

  15. 5. language transfer (e.g., using prior knowledge of native, target, or other language structures);

  16. 6. repetition(e.g., repeating words over and over to improve pronunciation or spelling, trying to practice the words using all four skills: writing new sentences, making up stories using as many new words as possible, reading texts that contain those new words, purposely using the words in conversation and listening for them as they are used by native speakers).

  17. 1. mentally visualizeor draw pictures of a reading, lecture, or conversation to help remember it; You can also:

  18. 2. use charts to check if your writing is balanced ("I only have two advantages in this essay, but six disadvantages. Should I change my topic or should I add more advantages?");

  19. 3. create flashcardsor a list of key words/phrases to help you when giving an oral presentation in class or to organize your writing; 4.learn grammar or spelling rules by making up rhymes or songs("i before e )

  20. 1. Make vocabulary flashcardsor keep a vocabulary notebook that contains not just lists of words and their meanings or translations, but also some of the following: pictures, sentences comparing different meanings of the same word, charts, Other useful activities for learning new vocabulary:

  21. wordssorted by category, various grammatical forms of the same word, the mnemonics used to remember the words, where the word was found or who said it and in what context, contrasting of formal and informal words.

  22. 2. Have your teacher or tutor make audiotapes(vs. written lists) of the vocabulary in order to practice the pronunciation of the words --- or to help "auditory" learners learn more efficiently;

  23. 3. Select new words according to: interest, frequency, ease of learning, relative usefulness (professional, personal, or academic), language topic, "it's on the exam," etc.

  24. Fear Not! Dive In! Believe in Yourself! Seize the Day Love thy Neighbor Ten Commandments for Good Language Learning

  25. Get the BIG PICTURE Cope with the Chaos Go with your hunches Make mistakes work FOR YOU Set your own goals

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