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Essay / Research Paper Abstract
A 7 page research paper that discusses issues that are relevant to teaching Korean students English at the university level. Bibliography lists 8 sources.
Page Count:
7 pages (~225 words per page)
File: KL9_kheslkor.rtf
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Unformatted sample text from the term paper:
is a broad and complex field, which is a feature that necessitates narrowing the focus of any discussion of TESOL in regards to any specific learner group. The following TESOL
examination, first of all, examines the broad educational/cognitive theory of constructivism and then applies this to the needs of English as a Second Language (ESL) students who are studying at
the university level in Korea. Constructivism As an educational philosophy, constructivism is linked to the ideas of John Dewey and the Progressive movement (Vermette, et al, 2001). This philosophy is
grounded in the premise that students formulate meaning and comprehend course curriculum by drawing on their prior knowledge and experience (Vermette, et al, 2001). In other words, actual learning occurs
only when the students can integrate new information successfully with what they already know. According to this definition, simply memorizing rules, such as grammar rules, and retaining this information just
long enough to pass a test does not constitute actual learning. Therefore, in the constructivist classroom, teachers promote constructive learning by offering choices in regards to assignments. By actively
encouraging student to research and manipulate information in ways that are significant for them, teachers encourage what Byerly refers to as "experiential learning" (Byerly, 2001, p. 697). Students stand to
benefit tremendously from the "modeling, collaborating and simulating that can take place within their classroom...not only (do projects) instill knowledge in students but also (they) develop their abilities to think
critically and apply that knowledge to novel situations" (Byerly, 2001, p. 697). This philosophy indicates that Korean ESL learners at the university level should receive instruction that fits with their
previous knowledge of English, and also fits their needs in regards to other parameters, such as their need to have a thorough grasp of academic English. Challenges of academic
...