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Form focused instruction and noticing without embedded video
- 1. FORM-FOCUSED INSTRUCTION R O DE L L I S
- 2. FORM-FOCUSED INSTRUCTION THREE TYPES: 1.Focus-on-Forms 2.Focus-on-Form(planned) 3.Focus-on-Form (incidental)
- 3. FOCUS-ON-FORMS Learning language –similar to Krashen’s “Learned System” ■Language learning is deliberate and planned ■Oral activities have specific/explicit structural goals. ■Teacher and Students aware of purpose/goals of activities. ■exposure, controlled practice, open practice, production, reflection.
- 4. FOCUS-ON-FORM (PLANNED) ○“Enriched Input”- input that has been specially contrived to provide and highlight target structures ○However, learners focus on meaning not structure. So learning is ‘incidental’ rather than ‘intentional’ (at least from the learner’s perspective)
- 5. FOCUS-ON-FORM (PLANNED) ○“Input Enhancement”to draw attention of learner to target feature ○“Focused Communicative Tasks” to induce learners into using target features ○Meant to induce ‘noticing’ of target forms within the context of meaning-focused activity.
- 6. FOCUS-ON-FORM (INCIDENTAL) ○Preemptive ■teacher/learners take‘time-out’ from a communicative task to draw attention to target form ■teacher anticipates difficult structures and addresses them before task (vocab/grammar)
- 7. FOCUS-ON-FORM (INCIDENTAL) ○Reactive ■corrective (negative)feedback after perceived errors occur ■implicit/explicit negative feedback ●explicit can be more obtrusive and have affective consequences ●implicit: recasts, asking for clarification, asking for repetition.
- 8. NOTICING HYPOTHESIS R I CH A R D S C H M I D T
- 9. NOTICING HYPOTHESIS – WHATIS IT? • Noticing Hypothesis –Students cannot learn/acquire target features unless they ‘notice’ it. – ‘Noticing’ is an important and vital first step in language learning.
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- 11. PUTTING IT ALLTOGETHER When teaching oral skills… • …how can we move from Krashen’s “Natural Approach” to a more ‘form-focused’ approach? • How do we get our students to “notice” their own language skills and development?
- 12. MINI-WORKSHOP: FOCUS-ON-FORM AND ‘NOTICING’ •Considerthe common oral activities we use. –How can we ‘focus-on-form’ in these common tasks? –How can we get our students to ‘notice’ in these tasks?
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- 20. SPEAKING ACTIVITIES TOTRY Pecha Kucha •20x20 presentation •20 slides, 20 seconds per slide •Live or Recorded •http://www.pechakucha.org/
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- 22. SPEAKING ACTIVITIES TOTRY Digital Recording •Record discussion, presentation, oral activity. Review and reflect on performance. •Digital Storytelling •Recorded presentations, interviews, projects
- 23. SPEAKING ACTIVITIES TOTRY Sentence Auction •Write 10 sentences on the board (some with mistakes) •Students are placed in groups and each group has $1500-2000. •Auction each sentence. •In order sold, ask students if sentence is correct. If not, give 10 seconds to correct it. •Continue until each sentence is corrected.
- 24. SPEAKING ACTIVITIES TOTRY Sentence Auction 1 point for every $100 left over at the end 5 points for every correct sentence -3 points for every incorrect sentence they couldn't correct 3 points for every corrected sentence. Students with the most points win
- 25. SPEAKING ACTIVITIES TOTRY Anything else? •What are some speaking activities (structured or unstructured) that have worked for you?