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Input ESOL
 

Input ESOL

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    Input ESOL Input ESOL Presentation Transcript

    • Features of Input of Second Language Acquisition Article by Xiaoru Wang Project by Sarah Ruff
    • What is Input?
      • A variety of student and teacher characteristics
        • Intelligence
        • Sex
        • Personality
        • Learning style
        • Teaching style
        • Previous experience
        • Motivation
        • Attitudes
    • Features of Input
      • Simplified, input is “general learning or teaching style”
      • Students in other countries learning English:
        • Depend almost entirely on classroom to improve English skills
        • Only hear “Teacher talk”
            • Short, simple, grammatically correct sentences
            • General, high frequency vocabulary
            • Unreal, irrelevant questions
            • Teachers do most of the talking
            • Uninteresting topics
    • Optimal Input
      • Stephen Krashen
      • Said “optimal input” in the classroom should:
        • Be comprehensible
        • Be interesting
        • Be in sufficient quantity
        • Be authentic
      • If learner is exposed to these, language acquisition more likely to occur
    • “ Be Comprehensible”
      • Material should be reasonably paced
      • Material should not be too demanding
        • If a student cannot keep up with the rate of exposure, he will fail to comprehend and thus fail to acquire
    • “ Be Interesting”
      • Most textbooks available to Chinese ELLs are designed to cater solely to the needs of exams
      • To prepare for these tests, students have little time to read more interesting materials
    • “ Be In Sufficient Quantity”
      • Main concern of optimal input hypothesis
      • Difference between learning English in native vs. target language environment
      • Students may only have textbook to rely on
        • Important to provide material from which they can derive meaning rather than just grammatical concepts
    • “ Be Authentic”
      • ELLs in native country are not exposed to authentic speech patterns
      • Must learn more than “textbook English”, which:
        • Simplifies material lexically and syntactically
        • Loss of cultural meaning
    • Application in the Classroom
      • Relevant/interesting topics within the classroom
        • Student life
          • Clothing
          • Family
          • Likes/dislikes
        • Immediate environment
          • Classroom
    • Application continued.
      • Language activities establishing relationships between forms and meanings
        • Hands-on activities
        • Using spoken/written forms to achieve a goal
      • Teaching both formal AND informal English
        • Present a conversation in formal English
        • With another English speaker, “perform” the same dialogue informally
        • Lead a discussion with the students pointing out the differences
    • For example……
      • Given this “formal” dialogue:
      • Perform “informally”:
      Click image to play
    • In Conclusion
      • English language teachers ought to provide students with optimal input
      • Encourage students to explore optimal input outside of classroom
      • If teachers could employ this strategy, they should find their teaching more effective
    • Source
      • Wang, Xiaoru (2010). Features of Input of Second Language Acquisition. Journal
      • Of Language Teaching And Research, 1(3). Retrieved July 5, 2010, from
      • http://www.academypublisher.com/ojs/index.php/jltr/article/view/0103282284/1813