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EFL Teaching Methods_PACE Model
- 1. Using a Story-Based Approachto Teach Grammar Contextualized Language Instruction, 4th ed. Shrum & Glisan EFL Teaching Methods:
- 2. Making Meaning Goals for the Classroom Goalsfor Grammar Instruction
- 3. Conceptual Orientation Teaching grammar usingcultural stories as the centerpiece of the lesson
- 4. The PACE Model 1.Active learners, appropriate support 2. “Form” is a topic of its own right 3. Teacher-student dialog as a means of problem-solving language
- 5. Communication: The Coreof Second Language Learning Communication: •Personal expression •Interpretation •Negotiation of meaning
- 6. Avoiding the GreatDisconnect Grammar-Based Language Learning Warning: May cause communication disconnect
- 7. Focus on “Form” Focusonly on the grammar forms relevant to: •understand the story •express opinions, ideas, and feelings about the text •the learners’ needs
- 8. Lost in theGrammar “Jungle” It only makes sense: •Within a context •With people •Within connected discourse
- 9. The Deductive /Inductive Dichotomy Deductive Paradigm: • Explicit grammar instruction • Explanation of rules • Grammar is a priori knowledge (prior to experience)
- 10. Deductive Paradigm: The DownSide • Shallow, artificial context • Devoid of meaning • Teachers construct the knowledge • Learning is passive
- 11. The Deductive /Inductive Dichotomy Inductive Paradigm: • No explicit focus • i + 1 = natural L2 acquisition • Exposure learners induce how language works
- 12. The Inductive Paradigm: TheDown Side • No guarantee of discovery • No guarantee that discovered concepts are correct • Can be frustrating for older learners
- 13. Flaws of Deductiveand Inductive Approaches to Learning • Roles of teacher and learners • The social aspect of learning • What’s the solution?
- 14. The Story-Based Dialogic Approach “Webelieve that a dialogic approach embedded in the use of meaningful contexts found in compelling and interesting stories might hold the key to dramatic improvements in the acquisition of grammar.” ~Shrum (p. 220)
- 15. Basic Principles: Wholevs. Part The “whole” gives meaning to the parts
- 16. Basic Principles: Foreshadowing Provideslearners with a “feel” for what is to come Casting a “familiarity net”
- 17. Why Stories? • Anatural activity, socially mediated on a daily basis • Episodic organization aids comprehension and retention • “Multiple passes,” pictures, TPR activities, and role plays deepens comprehension
- 18. The PACE Model: AStory-Based Language Approach P Presentation A Attention C Co-construct E Extension R. Donato & B. Adair-Hauck, 1994
- 19. Presentation of Meaningful Language •Language presented in thematic way Eg: Folk story, authentic listening TPR/TPR-S, authentic task • Foreshadowing: used to introduce text • Goal is comprehension
- 20. Presentation of Meaningful Language:Considerations • Episodic organization (stageable acts) • Grammar well-represented and used meaningfully in text • Learner actual and potential level: ZPD
- 21. Interactive Presentation ofText • Teacher presents story ORALLY
- 22. Attention to TargetLanguage • Occurs after story has been understood • Teacher highlights target language • Focus!
- 23. Co-Construction: Explanation as Conversation •Collaborative between teacher and students • Teacher assists learners in developing understanding of target language
- 24. Co-coonstruction: The collaboration Teacher • Assistslearners in developing concept of target structure • Clear, well-chosen, concise, direct questions • Modeling process of reflecting on language Learners • Actively discovering/ hypothesizing about language • Use communication strategies • Asking for clarification, making inferences & generalizations
- 25. Co-Construction: The Collaboration • Negotiationof meaning: HOTS are part of the process • Goal: Students able to do this independently • Metalanguage – in L2?
- 26. Extension Activties • Useof the target language in meaningful ways • Opportunity to address other goal areas of standards – Cultures, Communities and Connections
- 27. Extension Activities: The Possibilities Graphicorganizers Information gap activities Authentic writing projects Intertextual activities Story mapping Discussion webs Out-of-class projects
- 28. Elements of Story-BasedLearning R. Donato & B.Adair-Hauck, 1994 (Shrum P.229)
- 29. Selecting a text Content LanguageElements Lesson Objectives Standards & Course Goals
- 30. Preparing and Delivering Storytellingis: • A social event • A co-constructive experience • “I-Thou” listening model (rather than eavesdropping)
- 31. Preparing and Delivering: Techniques •Length (5-10 minutes) • Seating: semi-circle • Participatory techniques: hand motions, character signs, cued repetition, silent dramatizations • Visual aids (10-12 if possible) • Kinesthetic cues: eye contact, facial gestures, pantomime, body positioning • Voice techniques: pitch, rhythm, sound effects, silent pauses
- 32. Don’t be aGrammar Nazi! •“Grammar and usage cannot be taught effectively if students see no real need for it and if teachers cannot persuade them to see the need.” (Shrum, page 236)
Editor's Notes
- #4 teaching grammar using cultural stories as the centerpiece of the lesson based on the concept that as learners are guided to reflect on meaningful language form, they develop grammatical concepts in the target language.
- #5 The PACE model has 3 important differences from other approaches: 1. learners are neither left alone to reflect on form in the input nor are they the passive recipients of "ready-made" grammatical rules 2. reflecting on form is raised as a topic of conversation in its own right rather than a mini-lesson during communicative tasks 3. through dialog with the teacher and each other, learners develop grammatical concepts through problem-solving activity where they are asked to reflect upon form and the relationship of forms to meanings that have been established in the context of cultural stories
- #6 the Standards emphasize communication as being at the core of second language learning. Communication involves personal expression, interpretation, and negotiation of meaning where information, feelings, and ideas are exchanged in various forms of human interaction.
- #7 Traditional foreign language instruction emphasized the mastery of grammatical rules as the goal of instruction. Unfortunately, as a result, many learners who spent years learning the formal properties of the language (the sound system, verb conjugations, rules of syntax, vocabulary, etc.) were not able to exchange information
- #8 This chapter views grammar teaching as a focus on a well-chosen form of language after the meaning of this form has been established in interesting and compelling contexts, such as stories, folktales, and legends. Learners are not expected to master all aspects of a grammatical topic (i.e. the past tense formation) but rather to focus solely on the part of the language that is relevant to understand the story and to express opinions, ideas, and feelings about the text. In this way, the language is examined in smaller installments rather than in lists of decontextualized rules and exceptions to these rules *Researchers agree that reflecting on aspects of the language that are relevant to the communication task, or what is referred to as "focus on form," is beneficial to learners and is critical to making progress as language users. focus on form can emerge spontaneously as learners need to understand language to express themselves and deepen their comprehension of texts. "focus on form" largely depends on what learners need for communication purposes rather than on a predetermined grammatical syllabus
- #9 grammatical structures take on meaning only if they are situated within a context, within people, and within connected discourse. They become internalized only if the learners are placed in a situation in which they need to use the structures for communication and participation in communicative events. *Learners need to understand how grammar will enable them to become better meaning makers
- #10 deductive and inductive approaches are the 2 predominant types of grammar instruction in classrooms today on the deductive side is explicit grammar instruction that involves teacher explanations of rules the expected outcome is that students learn the designated forms of the language, so that later they will be able to perform selected communicative or meaning-making activities. in this paradigm, structures and grammar are viewed as a priori knowledge that will enable the learner to eventually communicate
- #11 the drills that follow deductive exposure to grammar are often shallow and artificial context unrelated to the real communicative intentions of learners thus, these practice opportunities are often meaningless to learners and are not capable of engaging their language problem-solving skills and their desire to communicate using the forms they are learning it invests the teacher with the responsibility for understanding and constructing grammatical knowledge and, consequently, assigns a passive role to the learners. Learner interaction takes place, if it occurs at all, only after the teacher's grammatical explanations and practice exercises When the learners are presented with ready-made explanations of grammar by the teacher, they are denied the opportunity to explore and construct for themselves an understanding of the form
- #12 on the other side, the inductive approach rejects the need for any explicit focus on form the paradigm is that the learners can acquire language naturally if they are provided with sufficient comprehensible input from the teacher if learners are exposed to a sufficient amount of language that interests them and is globally understandable to them, they will eventually be able to induce how the structures of the language work. learners should be able to perform hypothesizing and language analysis on their own as comprehensible input becomes intake
- #13 the inductive approach cannot guarantee that the learner will discover the underlying concepts or that the induced grammatical concepts will actually be correct some students failed to perceive the grammatical pattern that the teacher presented even when the structure was embedded in a meaningful context and made salient through repetitions in the input the inductive approach can frustrate adolescent or adult learners, many of whom have already become analytical with regard to the rules that govern their native languages. these learners often want to hasten the learning process by consciously comparing and contrasting their own native language rules to the rules that govern the new target language
- #14 both of these paradigms have deficiencies -- neither approach acknowledges the critical role of the teacher in mediating understandings of how the new language works, and neither acknowledges the contributions and backgrounds that the learners bring to the instructional setting for collaborating with the teacher on constructing a grammatical explanation. and neither approach recognizes the social aspects of learning in deductive and inductive approaches, learning is seen as exclusively located in the individual rather than situated in the dialogic interactions between them
- #15 the authors advocate a story-based and dialogic approach, allowing teachers and students to build understandings of form as they are encountered in meaningful contexts concepts, including grammatical concepts, cannot be given to learners ready-made; also, they are subject to continual revision and development "We believe that a dialogic approach embedded in the use of meaningful contexts found in compelling and interesting stories might hold the key to dramatic improvements in the acquisition of grammar"
- #16 rationale: the whole is always viewed as being greater than the sum of its parts, and it is the whole that gives meaning to the parts emphasis needs to be placed on meaning-making and sense-making before a focus on form can be a productive instructional activity a story-based language approach stressed the connected discourse and encourages learners to comprehend meaningful texts from the very beginning of the lesson
- #17 by introducing a lesson with a whole text, the teacher uses the grammatical feature in a meaningful way by making obvious the meaning and function of the grammar structure to be taught. in this way, the teacher foreshadows the conversation about grammar that will occur foreshadowing the next language elements is beneficial because it provides learners with a "feel" for what is to come and can help them cast forward a familiarity net by which aspects of language prompt initial recognition and later, gradually, are pulled into the learner's productive repertoire the process of understanding a story in a foreign language also creates a Zone of Proximal Development where responsive assistance is provided and target language development occurs. As a result, from the very beginning of the lesson, the teacher and learners are engaged in authentic use of language through joint problem-solving activities and interactions to render the story comprehensible by using simplified language, pictures, and gestures, the teacher scaffolds and guides learners to comprehend the story. Then the teacher can productively turn the learners' attention to the various linguistic elements
- #18 Storytelling is an ancient human pastime, a natural activity that is socially mediated on a daily basis. Cross-culturally, there is a deep need for human beings to exchange and tell stories storytelling is particularly adaptable to second language instruction, since it is natural to tell stories orally, interpret their contents, and extend the story in various ways Oller states that the episodic organization represented in stories aids comprehension and retention. Since individuals have prior knowledge concerning how stories are structured and expectancies about what should take place in stories, their comprehension is facilitated and meaning is established further, using "multiple passes" and recycling the storyline through picture displays, TPR activities, and role-playing scenarios deepen comprehension "one of the best times for [ESL learners] to attend to form is after comprehension has been achieved and in conjunction with their production of meaningful discourse“ … the PACE model is a way for learners to develop concepts about target language structures that includes form and focus. this approach challenges teachers to reflect upon their own grammatical understandings and learn new ways of viewing grammar functionally beyond rules of word formative. Rather than explaining the rules, the attempt is to show how and why certain forms are used at the crux of what it means to know grammar is knowing WHY a particular grammatical choice is made the PACE model should be seen as a framework for a unit of study that is carried out in multiple lessons over several days
- #20 The target language is going to be used in meaningful ways, so foreshadowing is an essential part of setting the language in context. The teacher and students are engage in a joint effort to make sense of the story; the lesson setup should employ “various meaning-making and negotiation strategies” (Shrum P.224)
- #21 Story narratives lend themselves well to the sequence and methods of the PACE model “since the meanings of these texts can be made transparent and comprehensible through dramatization, actions or TPR-story-telling.” (Shrum P. 223) Target language presented meaningfully = presented through the narrative, adequately illustrated, ideally through naturally occuring repetition.
- #22 The reason: presenting the story this way aids in aural comprehension, and facilitates acquisition of meaning and form. Story-telling is a “constructive listening experience” (Shrum P. 233) and becomes a social event - the story should be presented in an interactive way, and retold with increased student participation.
- #23 Highlighting can be achieved in several ways: teacher-led questions about patterns found in text, example sentences extracted from the story etc. “to help learners focus attention on the target form without needless elaboration…” (Shrum P. 224) Focus on meaning before form Role of the teacher in guiding and assisting learners; teachers should also recognize what direction their students’ development is headed, and what aspects of language may need clarification – the agenda should be set by the students, which may mean modifying the lesson objective
- #26 The Co-construction phase is one area where the PACE model can target SFLL Standards – in Communication (through the use of communication strategies etc. by the learners), Comparisons (when learners compare language forms they know to the newly introduced target language in an attempt to negotiate meaning) and HOTS in analyzing the target language, evaluating hypotheses and synthesizing new information. Learners tend to reflect on language in their L1 (Shrum P. 226) - in the EFL context, this may not be an option, but teacher-facilitated clarification still possible with simplified explanations and CCQs
- #28 Alter the task, not the text: Lower level students are also capable of these HOTS tasks – they employ compensation strategies BUT: they need help – “we need to integrate discourse facilitators and compensation strategies into a standards-based curriculum early in the language learning sequence.” (Shrum P.235)
- #29 “Whether listening to a story-telling activity, co-constructing a grammar explanation, or collaborating with peers during an extension activity, learners are actively discovering and hypothesizing about the target language. [The PACE] approach reflects the framework of the Communication goal area of the SFLL, which advocates that learners be engaged in cognitively challenging activities that encourage them to use communication strategies, such as guessing intelligently, deriving meaning from context, asking for and providing clarification, making and checking hypotheses, and making inferences, predictions and generalizations.” (Shrum P. 230)
- #30 Shrum P. 231-232 – List of factors and considerations for selecting texts. Through interactive story-telling, rather than ‘story reading’, simplifications can occur, which allows teachers to shape the story to their learners’ ZPD (Shrum P.231)
- #31 Preparing and delivering: Storytelling needs to be a social event. It is a co-constructive experience (I-Thou listening, where the listeners can directly influence the telling) rather than the "eavesdropping" that occurs when listening to an audio selection or viewing a video.
- #32 Preparing and delivering: Storytelling needs to be a social event. It is a co-constructive experience (I-Thou listening, where the listeners can directly influence the telling) rather than the "eavesdropping" that occurs when listening to an audio selection or viewing a video. Length: keep the attention span of your learners in mind (5-10 mins, or break up in a few stages if longer) Seating: semicircle Engage the audience with participatory techniques: hand motions (thumbs up/down) for comprehension checks, character signs (held up when the character is mentioned), cued repetitions of lines from the story, silent dramatizations as the story is beng acted out. Visual aids: most stories require at least 10-12 illustrations to accompany it Successful storytellers are skilled at incorporating kinesthetic cues that encourage the audience to concentrate and follow the events of the story: eye contact, facial gestures, hand motions, pantomime, body movements (standing in a particular way for each character) Voice techniques: changing the tone of your voice (pitch), rhythm, sound effects, silent pauses
- #33 Debriefing: teacher can focus attention on common or frequently made errors. Reminder: errors that do not interfere with meaning tend to be overlooked by native speakers. Too much error correction can stifle learner motivation "Grammar and usage cannot be taught effectively if students see no read needfor it and if teachers cannot persuade them to see the need" (p236)