Invitation to SL: Class 3 - Optimal Input скачать в хорошем качестве

Invitation to SL: Class 3 - Optimal Input

🏠 Visit our Homepage: https://www.story-listening.net/ 📣 Stay Updated: Sign up for news and updates: https://www.story-listening.net/loop-... Story-Listening provides Optimal Input Class 3: Optimal Input Story-Listening aims at providing Optimal Input Interesting, relevant, appropriate, easy to find, and economical SL uses fairy/ folk tales which, in terms of universal interest, have stood the test of time. The stories are about someone who lived hundreds of years ago in a place many are not familiar with. Fairy tales and folk tales contain a lot of academic words. There are hundreds of stories that are suitable for adults. Copyright free stories are available on the Internet for free download. Comprehensible, rich, and abundant input SL uses a strategy called, Comprehension-Aiding Supplementation (CAS). There are two kinds of One is non-linguistic supplementation, and the other is linguistic supplementation. SL uses drawing for nonlinguistic supplementation in addition to, clear speech, slow speech, gestures, and facial expressions. Drawing is only a part of SL at the beginning level. Linguistic supplementation is more important after students reach a higher level. The SL teacher is not just a bilingual picture dictionary, but also a thesaurus. Story-Listening is not just telling a story, but it is about telling a story with more stories included within the story. When a story is told in the Story-Listening way, the story is explained, described, and commented on in the way that students can understand and can find interesting. That is where interesting, comprehensible, rich, and abundant input is provided at the same time. Reference Krashen, S., & Mason, B. (2020). The optimal input hypothesis: Not all comprehensible input is of equal value. CATESOL Newsletter (May). Available: https://www.catesol.org/v_newsletters... Mason, B., & Krashen, S. (2020). The Promise of “Optimal Input.” Turkish Online Journal of English Language Teaching (TOJELT), 5(3), 146-155. http://beniko-mason.net/content/artic...