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Defragmenting foreign language learning 2013
 

Defragmenting foreign language learning 2013

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Abstract ...

Abstract

Presenting language in small fragments hoping that they will one day automatically transform into fluent near-native talk may not be enough. This talk will highlight ways in which skilled performers achieve excellence and focus on practical activities promoting holistic language learning using a variety of free online tools.



Rationale - Details of Talk

The standard practice of the Foreign Language classroom is to present language in fragments, smaller chunks, or grammar McNuggets, as Scott Thornbury recently called then in a blog post on his A-Z blog.

Teachers do so in the hope that these partial views of language will one be successfully synthesized to form a coherent whole in the learner's mind, hopefully resulting in fluent output.

Research and experience have proved this inadequate.

In this talk, I will be looking at the profiles of skilled performers, drawing analogies between what they do to achieve a polished and skillful performance and what this implies that foreign language learners ought to do in order to improve their productive skills – their performance skills, in other words, in the target language.

Suggestions for practical classroom activities will focus on holistic language practices involving

Sustained talk / long turns
Connected writing
Engaging learners in higher order thinking processes
involving technology which promotes holistic learning rather than iterative practice
motivating learners to acquire language through collaborative and meaningful projects using a variety of Web 2.0 tools.

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  • Introduce concept of defragmenting your hard drive – bits here and there – degragging your hard drive can make the system run faster and information accessed more quickly and efficiently
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, this is a word level exercise, motivating and very visual but focuses on fragments of language.
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it
  • No, although it does focus on the meaning of the sentence and the words, learners do not have to understand language in context or freely produce it

Defragmenting foreign language learning 2013 Defragmenting foreign language learning 2013 Presentation Transcript