Konan University Faculty of Economics Spring 2005 Extension Course

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day One - Getting Started

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Morning Session- Getting Acquainted- Learning
Styles and Strategies- Interviewing Strategies
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Learning Styles Strategies

• What are learning styles?
• Why is this important?
• How can we check our learning styles?
• What can/should we do next?
• How will this help me?
• Where can I find out more?

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Learning Strategies
Strengths
Weaknesses
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Multiple Intelligences

• Linguistic (words, language)
• Logical-mathematical (numbers, patterns)
• Musical (patterns, rhythm)
• Bodily-kinesthetic (physical, hands on)
• Visual (pictures, images)
• Interpersonal (interactions with others)
• Intrapersonal (reflective)

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Interviewing Strategies

• Create a relaxed atmosphere (ice-breaker)
• Keep a positive attitude
• Get involved

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Question Stems

• What do you think about . . . ?
• How do you feel about . . . ?
• Tell me about . . . ?
• What would you do if . . . ?
• What is your opinion about . . . ?
• What do you remember about . . . ?
• How would you . . . ?

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Advice

• Ask your questions, dont read them
• Use open-ended questions
• Express interest
• Let the answers guide further questions
• Balance between being rigid and flexible
• Be polite, sensitive and tactful

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Follow-up Transitions

• What do you mean by . . .
• Tell me more about . . .
• What would you do if . . .
• By the way, (how do you feel about) . . .
• Moving on, (what do you think about) . . .
• Next, (can you talk about) . . .
• My last questions is . . .

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Two - Vocabulary Building

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Vocabulary Building

• Are some words more important to learn than
  others?
• Can we learn a new word after seeing or hearing
  it one time?
• What does it mean to KNOW a word?

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The most frequent 2,000 words cover about 87 of
the average text. Paul Nation, 1990
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Word Lists

• General Service List (GSL) (West, 1953) 2,000
  words
• University Word List (UWL) (Nation, 1990) 800
  words

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Coverage by GSL plus UWL

• Source GSL UWL Total
• Academic 78.1 8.5 86.6
• Economics 82.5 8.7 91.2
• Newspapers 80.3 3.9 84.2
• Magazines 82.9 4.0 86.9
• Fiction 87.4 1.7 89.1

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Vocabulary Building - Roots

• Root (act) means "do" or "perform"
• Example act "do (root)
• Definition verb to perform, behave
• noun a performance, a thing done
• Sentence You act like a child.

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Vocabulary Building - Prefixes

• Prefix (re-) means back" or again"
• Example react "do back" (prefix root)
• Definition verb to act in response to
  something, to act in opposition to
  something
• Sentence How will she react when she
  hears the news?

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Vocabulary Building - Suffixes

• Suffix (-ion) indicates that the word has
  become a noun
• Ex. reaction something done back
• (prefix root suffix)
• Definition noun a response to something, an
  opposing action
• Sentence Her reaction to the news was
  childish.

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Question 2

• Can we learn a new word after seeing or hearing
  it one time?
• NO!

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Question 3

• What does it mean to KNOW a word?
• Passive knowledge . . .
• Active knowledge . . .

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Three - Reading Strategies

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Questions

• Why is reading so important for our study of
  English?
• What does it mean to be a good reader?
• What kinds of material are most useful?
• Where can we find these kinds of materials?

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Why is reading so important for our study of
English?

• Foundation for building vocabulary and improving
  other language skills.
• Vocabulary in context
• Examples of proper usage.
• Easy access
• Easy to analyze
• Control
• Variety

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What does it mean to be a good reader?

• Fluent Accurate
• Active (not passive)

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What kinds of reading materials are most useful?

• Fairly easy (98 understanding)
• Interesting
• Graded Readers

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Intensive READING Extensive
General understanding and enjoyment Easy (graded
readers) A lot Fast and fluent Learner Little
or none
Language Study Often difficult Not
much Slow Teacher A lot
Purpose Level Amount Speed Who
chooses Dictionary Use
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Reading Sub-Skills

• Scanning
• Skimming
• Predicting
• Guessing
• Chunking

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Four - Listening Strategies

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How can we develop our listening skills?

• Choose material carefully
• Use a variety of listening strategies
• Try various activities
• Focus on what you DO understand

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Choose materials carefully(difficulty levels)

• Comfort (good for strengthening)
• Challenge
• Frustration (more harm than good)

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Use a variety of listening strategies

• Concentrate on short segments
• Background
• Same material over and over again
• New or different materials

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Try various activities

• Dictation
• Dictogloss
• Comprehension Questions
• Summarizing

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Focus on what you DO understand

• Dont get frustrated
• Develop a tolerance for ambiguity
• Develop guessing / deduction skills
• Use all resources at your disposal

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Five - Writing Strategies

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Writing Strategies

• Why is writing important?
• Are all forms of writing the same?
• Why is organization so important?
• What is the writing process?
• How can I improve?

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Why is writing important?

• Required in all areas
• School
• Business
• Other Activities/Endeavors
• Transmission of Ideas, Opinions
• Permanent (semi-permanent record)
• Develop thinking skills

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Are all forms of writing the same?

• Formal vs. Informal
• Purpose
• Informative
• Persuasive
• entertainment
• Audience

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Why is organization so important?

• Helps the reader
• Each reader is different
• Effective transmission of ideas, etc.

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Why is organization so important?

• Introduction
• Body
• Point 1
• Point 2
• Point 3
• Conclusion

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Why is organization so important?

• Thesis Statement
• The main idea for the paper
• Topic Sentence
• The main idea for each paragraph

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What is the writing process?

• Pre-writing
• Drafting
• Revising
• Feedback?
• Polishing
• Final check

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How can I improve?

• Regular practice
• Look for good examples
• Use your own voice
• Challenge yourself
• Variety (voice, etc.)
• Get feedback
• E-pals

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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Six - Speaking Strategies

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Topics related to speaking

• Fluency vs. Accuracy
• Sound Systems
• Pronunciation and Enunciation
• Public Speaking

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Polishing our speaking skills

• Reducing Anxiety
• Shadowing
• Rhythm
• Intonation
• Minimal Pairs
• Enunciation Practice
• Tongue Twisters

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Speaker to audience speaking ratio

• 5050 1000
• Interview Lecture
• Conversation Group Discussion Formal Speech

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Public Speaking

• Content
• Conversation 5050
• Interview
• Group Discussion
• Lecture
• Formal Speech 1000

• Delivery
• Voice
• Body

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Public Speaking

• Voice
• Diaphragm Breathing
• Volume
• Rate
• Pitch
• Enunciation
• Pronunciation

• Body
• Eye-contact
• Gesture
• Posture
• Facial Expressions
• Dress/Appearance
• Distance

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Minimal Pairs

• tear - chair
• tease - cheese
• tin - chin
• top - chop
• talk - chalk

• ticks - chicks
• tiled - child
• tip - chip
• tips - chips
• tore - chore

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Tongue Twisters (L R)

• Laura and Larry rarely lull their rural roosters
  to sleep.
• There are free fleas for all the loyal royalty.
• Collecting the corrections is the role of the
  elderly.
• Jerrys berry jelly really rankled his broiling
  belly.

http//international.ouc.bc.ca/pronunciation/twist
ers3.html
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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Seven - Critical Thinking

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Critical Thinking

• What is critical thinking?
• Why is it important?
• How can we develop our critical thinking skills?

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What is critical thinking?

• The purposes of critical thinking are ... to
  achieve understanding, evaluate viewpoints, and
  solve problems. Since all three areas involve the
  asking of questions, we can say that critical
  thinking is the questioning or inquiry we engage
  in when we seek to understand, evaluate, or
  resolve.
• Maiorana, Victor P. Critical Thinking Across the
  Curriculum Building the Analytical Classroom,
  1992

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Critical thinking involves

• Thinking Actively by using our intelligence,
  knowledge, and skills to question, explore, and
  deal effectively with ourselves, others, and
  life's situations.
• Carefully Exploring Situations by asking--and
  trying to answer--relevant questions.
• Thinking for Ourselves by carefully examining
  various ideas and arriving at our own thoughtful
  conclusions.
• Viewing Situations from Different Perspectives to
  develop an in-depth, comprehensive understanding.
• Supporting Diverse Perspectives with Reason and
  Evidence to arrive at thoughtful,
  well-substantiated conclusions.

John Chaffee in The Thinker's Guide to College
Success
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Why is CT important?

• Critical thinking skills help us
• better understand the world around us
• make informed decisions
• Take control of our own lives (empowerment)

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Lateral Thinking

• Edward de Bono
• Sometimes no amount of digging in the same spot
  will help you find the answer
• Small boy who continued to choose the nickel

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Metaphorical Thinking

• What is metaphor?
• Understanding and experiencing one thing in terms
  of another. (John Searle)
• How are metaphors related to critical thinking?
• Creating unique metaphors is an everyday exercise
  in critical thinking.

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Example metaphors

• Life is a journey, life is a struggle, life is a
  box of chocolates, life is a precious possession
• A lifetime is a day, death is sleep, a lifetime
  is a year, youth is spring, middle age is autumn,
  old age and/or death is winter..
• Time is a thief..

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The Maze of Life
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Konan UniversityFaculty of EconomicsSpring 2005
Extension Course

• Day Eight - Future Vision

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Mission Statement

• Short clear statement of what you plan to
  accomplish with your life.
• Not only a dream
• A framework for your goals

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Goal Setting

• Your goals should be specific (Decide exactly
  what you want to do and include ways to measure
  your progress.)
• Your goals should be challenging, yet realistic.
  (What are your chances of success?)
• Your goals should fit your character and
  personality (Do your goals match your life style
  and situation?)
• Create a time table for achieving your goals

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Your Future Vision

• How will you use what we learned in this course?
• What other resources are available?

We alone hold the key to our future!
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Best wishes for your success
Warmest Regards Brent A. Jones