English 565 Introduction to Adult/University TESOL Serpil Sonmez

Before we begin… Pygmalion Effect (Rosenthal & Jacobsen Study) Jane Elliot’s experiment

Pygmalion Effect (Rosenthal & Jacobsen Study)

Jane Elliot’s experiment

Teaching Grammar Larsen-Freeman Model All three are inter-related Grammaring: Teaching grammar is not memorizing a set of rules but a skill to be mastered .

Larsen-Freeman Model

All three are inter-related

Grammaring: Teaching grammar is not memorizing a set of rules but a skill to be mastered .

The Learning Process Not linear: Learning is a gradual process. Not error-free Backsliding may occur Learners rely on their L1 knowledge Teachers don’t have to teach everything about a structure Different learning processes are responsible for different aspects of language

Not linear: Learning is a gradual process. Not error-free

Backsliding may occur

Learners rely on their L1 knowledge

Teachers don’t have to teach everything about a structure

Different learning processes are responsible for different aspects of language

The Teaching Process Recasting errors as they occur (Nabei & Swain (2002) study) Enhancing input (Sharwood-Smith) Explicit feedback to increase consciousness about certain rules “ Garden path” – Explaining rules partially and correcting only when needed/overgeneralization occurs. Encouraging output production (Swain IIO Model) Collaborative Dialogues (Donato, 1994)

Recasting errors as they occur (Nabei & Swain (2002) study)

Enhancing input (Sharwood-Smith)

Explicit feedback to increase consciousness about certain rules

“ Garden path” – Explaining rules partially and correcting only when needed/overgeneralization occurs.

Encouraging output production (Swain IIO Model)

Collaborative Dialogues (Donato, 1994)

Teaching… Form/Structure Opportunities for meaningful practice Don’t forget having fun! (e.g. information gap activities) Consider Memory Constraints: Limit practicing to 2-6 items at a time. (Asher, 1996) Semantics/Meaning Activities that use props/mime/physical activities (Remember Suggestopedia? TPR?) Pragmatics/Use Role-Plays

Form/Structure

Opportunities for meaningful practice

Don’t forget having fun! (e.g. information gap activities)

Consider Memory Constraints: Limit practicing to 2-6 items at a time. (Asher, 1996)

Semantics/Meaning

Activities that use props/mime/physical activities (Remember Suggestopedia? TPR?)

Pragmatics/Use

Role-Plays

Feedback Recasts Explicit or Implicit Feedback Alternative: (Aljaafreh & Lantolf (1994) 13-Point Regulatory Scale)

Recasts

Explicit or Implicit Feedback

Alternative: (Aljaafreh & Lantolf (1994)

13-Point Regulatory Scale)

Teaching Vocabulary Explicit feedback is important 2000-6000 words for beginners make up to 80% of most texts) Word lists (e.g., General Service List of English words; Academic Word List) Word families: (e.g. talk, talks, talking, talked)

Explicit feedback is important

2000-6000 words for beginners make up to 80% of most texts)

Word lists (e.g., General Service List of English words; Academic Word List)

Word families: (e.g. talk, talks, talking, talked)

Vocabulary Teaching Activities Explicit Learning Implicit (Incidental Learning) Explicit Learning Semantic mapping & word association activities Sugested: pair matching activities for vocabulary items to transfer into long-term memory. Through reading (Explicit learning till 2000 words, then most vocab learning is incidental.

Explicit Learning

Implicit (Incidental Learning)

Explicit Learning

Semantic mapping & word association activities

Sugested: pair matching activities for vocabulary items to transfer into long-term memory.

Through reading (Explicit learning till 2000 words, then most vocab learning is incidental.

Strategies to learn Vocabulary Guessing Strategy (Clark & Nation, 1980) Mnemonic Devices (Word-object associations) Vocabulary notebooks (noting new words, frequency of them- Schmitt (1990)study Focusing on cognates in L1 & L2 (e.g. night, nacht) Focusing on collocations & lexical phrases –Remember Lexical Approach?

Guessing Strategy (Clark & Nation, 1980)

Mnemonic Devices (Word-object associations)

Vocabulary notebooks (noting new words, frequency of them- Schmitt (1990)study

Focusing on cognates in L1 & L2 (e.g. night, nacht)

Focusing on collocations & lexical phrases –Remember Lexical Approach?