More about modules
■Module teaching materials
The TUFS Language Modules are a new type of web-based teaching materials centered on “modular thinking.” Many of us remember the educational supplements attached to children’s magazines; when you built the supplements, did you always follow the directions exactly? If the final product is the same, then there is no need for everyone to build it in the same way. Such teaching materials, whose parts have a certain amount of independence but are still part of a whole, are called module teaching materials. The TUFS Language Modules are composed of four modules: pronunciation, dialog, grammar, and vocabulary. Using the advantages of web-based teaching materials, each of these four modules is smoothly linked to one another. The modular structure enables students to freely choose the module from which they wish to start learning a language.
Pronunciation is an important facet of any foreign language. The “practical component” was created to be as easy to use as possible; it avoids phonetics terminology in favor of clear and simple explanations. The component begins with a listening exercise involving poetry to impart the sound of a language to the learner. Three pronunciation learning goals have been put in place for the learner: “for Survival”, “for Fluent Communication”, and “ for Pronunciation as Good as Native Speakers.” These are common to all of the languages offered. Examples use everyday vocabulary and expressions, and are designed to be useful in practical communications. The special affordances of web-based teaching materials are used to provide many different exercises, so the learner can master pronunciation while solving problems.
Dialog ■For classroom
The dialog module teaches basic functions such as greetings and thanking through conversations in specific situations. In total, there are 40 such basic functions, which are common to all of the languages offered. The page for classroom use has 4 different display types.
Pattern 1: This pattern is useful for learning the lines by listening.
Pattern 2: This pattern is useful for taking dictation which seeing the lines.
Pattern 3: This pattern is useful for learning by listening to the entire conversation.
Pattern 4: This pattern is useful for practice through role-playing.
The instructor can conduct a class by combining these displays in any combination of their choice.