Month: June 2020

Response to: Direct Instruction for teaching French by junhao

After reading the teaching method post written by junhaoLin, I knew that  Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to their students, which is quite different from my teaching method – Inquiry-based Learning.

Glad to know that junhao had the experience of teaching English and I think during the period when he taught English, he could be more aware of the importance of the role of a teacher in learning a foreign language.  And I think the reason why he chose the direct instruction is that he believed learning a non-native language could be boring and dull and the guidance and help from the teacher is necessary and important.

Although I admit that his words were convincing, I think he exaggerated the role of the teacher a little too much. In my opinion, in the process of learning a foreign language, what a teacher can do is to provide learning methods and stimulate students’ interest in learning.  Whether students can make progress in learning a foreign language mainly depends on how much time and energy they put into it.  Not every teacher can provide targeted teaching for every different student. At most time, the limited teaching resources determine that students have to explore the different learning methods provided by their teachers and in that way, they need to explore a series of theories and methods and find the ones which are the  most suitable for themselves.

[PROMPT III] Inquiry-based Learning approach

As a teaching model which is quite different from the traditional teaching, Inquiry-based Learning inevitably faces various challenges. Based on one of our group’s activities (debate), in general, not every student is good at debating competition or eloquence, especially when using a non-native language to express their views and ideas.

The unfamiliarity with the topic of the debate, the poor listening and speaking ability of the foreign language (French) and so on will be a great obstacle for students to improve their language ability in the debate. I hold a strong belief that there are always more ways than difficulties. In view of these potential problems, we can only analyze them one by one and take corresponding solutions, so that every student can benefit from the debating competition organized by us.

As for one of the problems, the unfamiliarity with the topic of the debate, this may be caused by two reasons, one is that students’ extracurricular life is not rich enough, they know little about things other than study and life, and the other is that students’ vocabulary about debating topics is insufficient. In teaching, we will actively encourage students to improve the accumulation of French vocabulary, and each section of the course will share vocabulary on different topics. after learning vocabulary, students can use what they have learned and combine it with real life. create a short story or write down your understanding of the field.

In terms of the problem of poor listening and speaking ability of the French, we will pay special attention to French listening and pronunciation training in teaching, because this will be the most basic ability to participate in the debate competition. In class, we will increase activities such as French song training, watching French movies and TV dramas, and recommend learning websites or applications for students to practice French pronunciation, so as to encourage students to listen more and speak more French in class and after class.

In the process of teaching, new difficulties and challenges will continue to emerge. only by making a detailed teaching plan can we get a satisfactory teaching quality.

If you are interested in my or my other team members’ solutions to our own teaching solutions, you are welcome to read and leave a message.

yiwei’s experiential learning method 

yiyan’s cooperative learning method

junhao’s direction instruction learning method

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