Form focused instruction and noticing without embedded video
•Download as PPTX, PDF•
6 likes•2,603 views
This document discusses three types of form-focused language instruction: focus-on-forms, focus-on-form (planned), and focus-on-form (incidental). Focus-on-forms involves deliberate planning of structural goals for oral activities. Focus-on-form (planned) uses enriched input and tasks to induce noticing of target forms in meaning-focused activities. Focus-on-form (incidental) can be preemptive using time-outs or reactive through corrective feedback. It also discusses Schmidt's Noticing Hypothesis, which posits that learning cannot occur without noticing. The document provides examples of how to incorporate focus-on-form and noticing into common classroom speaking activities.
Report
Share
Report
Share
Recommended
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
Recommended
Content based instruction
The document discusses content-based instruction (CBI) as an approach to teaching a second language. CBI uses information from academic subjects as the basis for language lessons rather than focusing solely on linguistic skills. It has several key principles: students learn a second language more effectively when using it to acquire academic content; CBI aligns with learners' needs; and it integrates language and subject learning. The document also reviews different types of CBI, its rationale, observations of CBI principles in practice, and techniques used in CBI like dictogloss, graphic organizers, and process writing.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Language teaching approaches and methods
This document discusses different approaches and methods for teaching foreign languages. It defines key terms like method, approach, and components of a method. It then provides an overview of several well-known language teaching methods from different time periods, including Grammar Translation, Direct Method, Audiolingual Method, and some Humanistic/Designer Methods like the Silent Way and Suggestopedia. Each method is influenced by theories of language and language learning and incorporates different syllabi, teaching practices, materials, and assessments.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Total Physical Response (TPR)
Total Physical Response (TPR) is a language teaching method where learners listen to instructions in the target language and perform physical actions. It is based on the belief that language is learned most effectively by comprehending language without pressure to produce it. Key principles of TPR include using movement to enhance memory, imperatives to provide instruction, and developing comprehension before production. TPR has advantages like being memorable and engaging for kinesthetic learners, but has limitations for teaching abstract concepts and prioritizing receptive over productive skills.
Communicative approach presentation
The communicative approach focuses on using language as a medium for communication rather than just studying its structure. It emphasizes meaningful interaction and real-life language use over rote learning of grammar rules. Classroom activities aim to simulate real-world situations through techniques like role-plays, information gaps, and group projects. While grammar is still taught, the goal is practical communication skills rather than academic knowledge of the language.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the 1970s in response to the inability of students to communicate effectively in the target language despite knowing its rules. CLT aims to develop students' communicative competence through activities that involve meaningful communication rather than just linguistic competence. Key aspects of CLT include focusing on functions like inviting and declining rather than just structures, viewing language as a social tool, emphasizing group work and information sharing tasks over repetition drills, and giving students authentic opportunities to use language pragmatically and appropriately within different social contexts. While flexible, CLT lessons generally follow the model of presenting communicative objectives first before practicing and then producing language through functional activities.
Language Teaching Approaches
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes using the target language for meaningful communication. It focuses on functions of language, provides opportunities for students to negotiate meaning, and engages students in role-plays, dialogues, and other interactive activities. While CLT had early successes, it was later criticized for excluding grammar instruction and failing to develop student accuracy. The approach also faced issues with cultural adaptation and commercialization. The document concludes by discussing communicative approaches as an evolution of CLT that balances functional language use with different classroom techniques.
Task-Based Language Teaching (TBLT)
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative approach slideshare (1)
The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Language teaching: Approaches and methods
1. The document discusses various language teaching methodologies including Grammar Translation, Direct Method, Audiolingualism, Communicative Language Teaching, Content-Based Teaching, and Task-Based Learning.
2. It explains the key principles and techniques of each methodology as well as how newer approaches built upon and reacted to older ones.
3. The conclusion advocates for an eclectic approach that selects techniques from different methodologies based on learner and classroom factors rather than relying on any single methodology.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
Task based learning historical background (1)
The document discusses Task Based Learning (TBL) as a language teaching method. TBL focuses on using authentic tasks to teach language in a meaningful way. It grew out of the Communicative Approach, which emphasized using the target language to communicate. The strong version of the Communicative Approach and TBL believe that language is acquired through completing communicative tasks, not just practicing language forms. TBL offers benefits like increased student motivation, but also requires creativity and resources from teachers to implement effectively.
Input, interaction, foeigner and teacher talk
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Applied linguistics ppt
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Discourse analysis
Discourse analysis is the study of language beyond the sentence level. It examines how linguistic and non-linguistic features like intonation, gestures, and social context influence meaning and interpretation in different types of spoken interactions like phone calls or classroom discussions as well as written texts. Discourse analysis also studies speech acts, conversation structures, and how meaning is constructed through the organization and connection of words, sentences, and larger textual patterns.
Teaching constructs (rp2)
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
A learning school journey_whsg
The document summarizes Westcliff High School for Girls' journey to improve student learning through adopting a "Building Learning Power" approach. It discusses implementing teacher learning communities, training teachers in developing student "learning habits", focusing lesson plans and observations on learning, and having teachers undertake classroom research. The school aims to help students take ownership of their learning and shift teaching practices to better develop student thinking and learning skills. Recent actions include developing a handbook, involving students in teaching, and using a framework to assess progress in improving learning quality.
More Related Content
What's hot
Language Teaching Approaches
Un resumen de los métodos y filosofías que han influido en la práctica de la enseñanza de la lengua inglesa. Una visión crítica sobre la pedagogía del lenguaje y su valor histórico
Task based language teaching
This document discusses task-based language teaching (TBLT). It provides 3 key points:
1) TBLT involves communicative tasks that emphasize using language for real-world meaning and have a sense of completeness. Tasks can resemble real-life language use.
2) During tasks, students' attention is primarily on meaning rather than form. Tasks provide opportunities for input, output, and negotiation of meaning which aids acquisition.
3) The teacher guides students through pre-task, during task, and post-task stages but does not correct errors, instead focusing on communication. Students work in groups and report back, with the goal of developing fluency over accuracy.
Whole language
The Whole Language theory was created in the 1980s to teach children to read but was later applied to foreign language learning. It emphasizes teaching language as a whole through authentic activities rather than dividing it into separate components. While some see it as an approach and others as a philosophy, research shows it is mainly considered an approach that teachers can implement in different ways based on their students' needs. Whole Language focuses on using real-world materials and authentic contexts to facilitate collaborative, student-centered learning.
Community Language Learning ( CLL )
The document describes Community Language Learning (CLL), an approach to language teaching developed by Charles Curran. CLL redefines teacher and learner roles, with the teacher as counselor and learner as client. Learning is viewed holistically, engaging the whole person through interactions between learners and knowers. CLL has no set syllabus but allows the course to evolve based on learner choices. Activities include translation, group work, recording and free conversation. The teacher takes on a counseling role to provide a supportive environment for learners.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes using the target language for meaningful communication. It focuses on functions of language, provides opportunities for students to negotiate meaning, and engages students in role-plays, dialogues, and other interactive activities. While CLT had early successes, it was later criticized for excluding grammar instruction and failing to develop student accuracy. The approach also faced issues with cultural adaptation and commercialization. The document concludes by discussing communicative approaches as an evolution of CLT that balances functional language use with different classroom techniques.
Task-Based Language Teaching (TBLT)
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Communicative approach slideshare (1)
The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Task-Based Language Teaching (TBLT)
The document discusses task-based language teaching (TBLT). It defines tasks as classroom activities that focus on meaning over form and involve students comprehending, manipulating, or interacting with the target language. TBLT moves learning from fluency to accuracy plus fluency by integrating the four language skills. The teacher's role is to select and sequence tasks and prepare students, while students participate in groups, monitor their learning, and take risks using the new language. The document outlines the framework of TBLT including the task cycle and language focus after tasks. It notes advantages like meaningful communication and exposure to language, and disadvantages like requiring creativity and resources.
Language teaching: Approaches and methods
1. The document discusses various language teaching methodologies including Grammar Translation, Direct Method, Audiolingualism, Communicative Language Teaching, Content-Based Teaching, and Task-Based Learning.
2. It explains the key principles and techniques of each methodology as well as how newer approaches built upon and reacted to older ones.
3. The conclusion advocates for an eclectic approach that selects techniques from different methodologies based on learner and classroom factors rather than relying on any single methodology.
Approach, method and Technique in Language Learning and teaching
The document discusses the concepts of approach, method, and technique in language teaching. It defines approach as a set of assumptions about language and language learning, method as how theory is implemented in practice through choices about skills, content, and order, and technique as classroom procedures. It provides examples of different views of language and assumptions about language learning. It also includes a taxonomy of 38 language teaching techniques categorized as controlled, semi-controlled, or free, ranging from drills to role plays to discussions.
Task based learning historical background (1)
The document discusses Task Based Learning (TBL) as a language teaching method. TBL focuses on using authentic tasks to teach language in a meaningful way. It grew out of the Communicative Approach, which emphasized using the target language to communicate. The strong version of the Communicative Approach and TBL believe that language is acquired through completing communicative tasks, not just practicing language forms. TBL offers benefits like increased student motivation, but also requires creativity and resources from teachers to implement effectively.
Input, interaction, foeigner and teacher talk
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Applied linguistics ppt
Applied linguistics is an interdisciplinary field that identifies and solves real-world language problems. It applies the knowledge of linguistics to improve practical tasks involving language. Some related fields are education, psychology, communication research, anthropology, and sociology. Applied linguistics investigates language learning and teaching problems, the role of language in culture and society, and finds solutions to language issues linguistics cannot solve alone. It covers domains like computational linguistics, sociolinguistics, psycholinguistics, neurolinguistics, and others.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Language Teaching Approaches and Methods
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Modified Input (Foreigner Talk)
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Discourse analysis
Discourse analysis is the study of language beyond the sentence level. It examines how linguistic and non-linguistic features like intonation, gestures, and social context influence meaning and interpretation in different types of spoken interactions like phone calls or classroom discussions as well as written texts. Discourse analysis also studies speech acts, conversation structures, and how meaning is constructed through the organization and connection of words, sentences, and larger textual patterns.
What's hot (20)
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teaching
Similar to Form focused instruction and noticing without embedded video
Teaching constructs (rp2)
Here are the key events in the stanza:
- The soldier is introduced as a 'simple soldier boy'
- He grinned at life in empty joy, suggesting he found happiness even though it was superficial
- He slept soundly through the lonesome dark
- He whistled early with the lark
This shows he was keeping cheerful despite the difficult conditions, finding simple pleasures like whistling.
Q: How does this analysis help your understanding of the poem?
A:
Marking against the learning objective
provides formative feedback.
LO: To understand how Sassoon shows the depression of the soldier in ‘Suicide in the Trenches’.
A learning school journey_whsg
The document summarizes Westcliff High School for Girls' journey to improve student learning through adopting a "Building Learning Power" approach. It discusses implementing teacher learning communities, training teachers in developing student "learning habits", focusing lesson plans and observations on learning, and having teachers undertake classroom research. The school aims to help students take ownership of their learning and shift teaching practices to better develop student thinking and learning skills. Recent actions include developing a handbook, involving students in teaching, and using a framework to assess progress in improving learning quality.
CONCEPTUALIZING CONTENT
This document discusses conceptualizing content for language learning courses. It explains that conceptualizing involves determining what students should learn given their needs and course goals, deciding what to include and emphasize, and organizing content relationships. Content can be organized around language skills, learning/learners, and social context. Language content includes topics, functions, skills and competencies. Learning content focuses on affect, strategies and interpersonal skills. Social content involves sociolinguistic, socio-cultural and sociopolitical skills. The document provides frameworks and questions to guide conceptualizing content.
WAFA IPA Presentation
IPA involves students taking responsibility for their own learning by sharing experiences and motivating each other through communication. It uses backward design with 3 steps: 1) identify learning goals aligned to standards and assessments, 2) design formative and summative assessments, and 3) plan engaging learning activities to prepare students for assessments. Assessments evaluate students' interpersonal, interpretive, and presentational communication skills through tasks like conversations, reading comprehension, and presentations. The goal is to help students become independent lifelong learners who can apply their language skills in real-world settings.
Learning ppt
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Learning ppt (1)
This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
Final reflection
The document summarizes the author's reflections on her practicum experience teaching English to young learners at a kindergarten. Some of the key points covered include:
- This was her first time teaching in front of a classroom, which she found challenging but a valuable learning experience.
- She realized the importance of lesson planning, using creative resources like songs and games to engage students, and applying scaffolding strategies to help students learn.
- The experience helped her identify strengths like effective lesson preparation, as well as areas for growth like confidence and classroom management.
- Going forward, she aims to continue developing her teaching skills and creative lesson planning, and apply what she learned to build a motivating learning
Task based-language-teaching k om
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use rather than language forms. There are three main elements in TBLT: language data, information, and opportunities for practice. A task is an activity where learners use the target language for a communicative purpose. TBLT advocates like David Nunan and C. Candlin believe it provides a natural context for language learning. The rationale for TBLT is that tasks provide both input and output practice for acquisition, and task performance is motivating for learners. A key part of TBLT is the task cycle, which involves pre-task preparation
Lesson planning presentation
Lesson planning is the art of combining a number of different elements into a coherent whole so that the lesson has an identity which students can recognize, work within and react to.
Personal learning and thinking skills in the mfl classroom new
The document discusses strategies for embedding Personal Learning and Thinking Skills (PLTS) in language teaching. It provides examples of activities that develop different PLTS, such as independent enquiry, creative thinking, reflective learning, effective participation, and teamwork. It also discusses assessing current practice, developing a meta-language around learning, and taking a whole-school approach to cultivating PLTS.
Learning styles
This document discusses learning styles and teaching strategies. It defines learning styles as a student's preferred way of thinking, processing, and understanding information. The document outlines several learning style models, including the VARK model which categorizes students as visual, auditory, reading/writing, or kinesthetic learners. It recommends that teachers incorporate strategies that appeal to all learning styles, such as using visual aids, role playing, and interactive activities. The document also discusses principles of effective teaching, including setting clear learning outcomes, presenting material clearly, engaging students actively, and displaying enthusiasm.
Personal & Professional Development
The document discusses self-directed learning, including its definition as a process where individuals take initiative to diagnose their own learning needs, formulate goals, and evaluate outcomes. It provides a history of self-directed learning and outlines its stages from identifying why it is important to achieving goals. The document also discusses advantages of self-directed learning and how the teacher's role changes from being a direct instructor to a facilitator.
Teaching statement workshop
Workshop about writing a teaching statement for academic job applications. Relies heavily on materials from the Center for Teaching at Vanderbilt U.
Task based-language-teachingkom-121024110933-phpapp01
Task-based language teaching (TBLT) is an approach that engages learners in performing tasks using the target language. It focuses on meaningful language use through tasks rather than language drilling. A task in TBLT is a goal-oriented communicative activity with a clear outcome. The key principles of TBLT include engaging learners in authentic language use through tasks, enabling acquisition of new language and proceduralization of existing knowledge. It follows a task cycle of pre-task, task, planning and report with an optional analysis and practice phase. TBLT can be used to develop all language skills and accommodate different learner levels through appropriate task scaffolding and types.
Taskuk
This document provides an overview of task-based learning (TBL) as a language teaching methodology. It defines TBL as an approach that places students in real-world communication situations requiring language use to complete a specific task. The document outlines the typical TBL framework, including a pre-task, task cycle, and post-task language focus. It provides examples of TBL activities at beginner and intermediate levels using tools/devices and texts. Key aspects of TBL highlighted are using the target language as much as possible, focusing on learner activity, and the importance of the post-task consciousness raising phase.
Macro-skills for teaching and learning Language
This document discusses macro language skills including receptive skills like listening and productive skills like speaking, reading, and writing. It focuses on teaching methods for listening, speaking, reading and writing. For listening, it describes factors that influence learning and various teaching methods like bottom-up, top-down, and task-based approaches. For speaking, it outlines functions, types, and factors that influence learning. For reading, it discusses strategies, text organization, and phases in a reading lesson. For writing, it describes what writers need to know and approaches like process and product approaches.
First time teachers final spring 2015
What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
MoStep Three Presentation, By Sarah Cress
Here are some artifact ideas to demonstrate learning about differentiated instruction and the art classroom:
- A lesson plan incorporating differentiated strategies such as varied learning modalities, choice boards, tiered assignments, etc. targeting a specific art concept
- Samples of graphic organizers, writing frames, rubrics or other tools used to scaffold student writing about art
- A presentation or video showcasing examples of student work demonstrating comprehension of course concepts through varied expression of understanding
- A guide, handbook or tips sheet for other educators outlining strategies for differentiating instruction, assessing student needs, and managing a diverse classroom
- Mock IEP documents, accommodations plans or other resources tailored to support hypothetical students with diverse learning profiles in the art
Training novice teachers.pptx
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
- 2) To promote national and universal values
– 3) To develop critical thinking, tolerance and openness to the world
-4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
- 5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
7) VARK Learning Styles
8) PIASP inductive grammar and pronunciation teaching method
9) Importance of Using the School Manual
10) Adapting the School Manual
Mr.Samir Bounab (Teacher Trainer)
understanding-by-design-powerpoint.ppt
This document provides an overview of Understanding by Design (UbD), also known as Backward Design. UbD is a framework for designing curriculum and teaching units that begins with the end goal in mind - what the student should know and be able to do. The framework consists of three stages: 1) Identifying desired results through standards and essential questions; 2) Determining acceptable evidence of learning through performance tasks and other assessments; and 3) Planning learning experiences and instruction. Key aspects of UbD include aligning goals, assessments and activities, using essential questions to engage students, and allowing flexibility in instructional strategies to meet goals.
Similar to Form focused instruction and noticing without embedded video (20)
Personal learning and thinking skills in the mfl classroom new
Personal learning and thinking skills in the mfl classroom new
Task based-language-teachingkom-121024110933-phpapp01
Task based-language-teachingkom-121024110933-phpapp01
More from jredris
Approach to academic writing and summary writing
This document provides an overview of essay writing basics and summarization. It discusses the key components of academic writing, including purpose and strategy, organization, and style. It then focuses on how to write a summary, with considerations like accurately representing the source material in your own words and condensing it. Guidelines are provided for preliminary steps like skimming, taking notes, and restating points from the source. The document also discusses avoiding plagiarism and properly identifying the source being summarized.
Contemporary issues first day
This document provides information about a Levels 4 & 5 Contemporary Issues course. The course will be held on Mondays and Fridays from 8:00-10:00 AM in Beracha Hall 111. Instructor Jerry Edris can be contacted via email. Course readings will be provided on Blackboard. The purpose of the class is skills development in language, academics, and contemporary socio-cultural issues. Students will complete weekly reading, writing, speaking, and listening assignments, as well as formal research papers and presentations. Students are expected to keep up with their work and actively participate in discussions. Course topics will include poverty, racism, discrimination, migration, LGBTQ issues, gender inequality, and environmentalism. Students
Midterm exam
The midterm exam for EAP 860 in Fall 2018 consists of 3 parts: Part 1 has 10 multiple choice questions worth 3 points each for a total of 30 points; Part 2 has 10 short answer questions requiring 2-3 sentence responses worth 3 points each for a total of 30 points; Part 3 is a short essay question worth 40 points that asks students to give advice to an American living and working in their country for a year using concepts from class.
Final exam
The final exam for the Global Issues course will take place on December 7th at 8:00am in Beracha 132. It will consist of 4 parts: Part 1 is true/false questions worth 15 points, Part 2 is multiple choice questions worth 40 points, Part 3 contains short answer questions worth 30 points, and Part 4 is a short essay question worth 15 points about how an individual can make the world a better place by giving specific examples and citing course material.
Midterm exam fall 2016
The document outlines the format and grading for a test in a Global Issues class. It will include 15 multiple choice questions worth 2 points each for a total of 30 points. There will be 10 short answer questions worth 3 points each for a total of 30 points. Students must answer the questions in complete sentences. The test will also include one short essay question worth 25 points, where students will describe the impact of globalization on human rights and whether it affects human rights positively or negatively, using examples from class discussions and materials.
Midterm exam hollywood and history
This document provides information for a midterm exam on Hollywood and history. It lists 5 articles on topics like American culture, immigration, and languages in the US for students to review and summarize. It also lists 5 films for students to watch and describe how they relate to the articles. The midterm will consist of 25 short answer questions testing knowledge of the articles, films, and course content, and 1 essay question asking students to discuss the balance between immigrants maintaining their cultural values and adopting American values, referencing at least 2 articles and 1 film.
Final exam
The document outlines the grading criteria for an exam on professional ethics with the following key points:
1) There are 4 sections - multiple choice, short answer, and two short essays
2) The multiple choice section has 15 questions worth 2 points each for a total of 30 points
3) The short answer section has 10 questions worth 3 points each for a total of 30 points
4) Each short essay should be approximately 200 words and addresses the impact of corporate social responsibility on business, with one essay worth 25 points
Final exam
The document outlines the structure and requirements for the final exam in the EAP100 Professional Ethics course. The exam will take place on Thursday, December 4th at 3:10PM in Beracha Hall Room 121. It will consist of 15 multiple choice questions worth 2 points each for a total of 30 points, 10 short answer questions worth 3 points each for a total of 30 points, and one short essay question worth 25 points requiring a 200 word response on the impact and future of corporate social responsibility in business. The exam is out of a total of 100 points.
Essay grading
The document outlines the grading criteria for a paper assignment, with the first draft worth 50% of the total grade based on organization, content, development, structure, and mechanics, and the final draft worth the remaining 50% based on revisions made to address grammar, content, and other improvements suggested by teacher feedback.
Weekly open notes quiz
This document provides a rubric for evaluating student notes from assigned readings and class lectures. It outlines the criteria for completeness, organization, and paraphrasing/copied text that will be used to assess notes and assign a total score from 0 to 5. Good notes are described as neat, organized, legible, including key words and concepts in the student's own words, and complete. Poor notes lack these qualities and include directly copied sentences.
Gender Issues Spring 2014 Final exam
The final exam for EAP100 Issues of Gender will take place on Thursday, May 1st during the regular class time and location. It will consist of 4 parts: Part 1 is true/false questions worth 15 points, Part 2 is multiple choice questions worth 40 points, Part 3 contains short answer questions worth 30 points, and Part 4 is a short essay question worth 15 points about factors influencing gender roles and stereotypes.
In class essay note cards format
The article "American Ways" by Kearny Datesman et al. discusses religious freedom and practices in America on page 52. It notes that Americans have freedom to practice their own religion and that the vast majority of Americans are Protestant.
90 Writing Final Exam Spring 2014
This document outlines the requirements for a final exam essay that asks students to write a 4-5 paragraph essay defining and explaining a specific American value, giving examples of observing this value in everyday life, and contrasting this value with their own culture. The essay must follow a compare/contrast structure, include an introduction with thesis, topic sentences, transitions between paragraphs, and a conclusion. It also requires at least two in-text citations and allows students to use a notecard for reference information during the exam.
Example power point
The document discusses the exchange rate between the US dollar and Chinese yuan. It presents the argument that China should not be forced to change its exchange rate too quickly for several reasons:
1) A rapid change would hurt China's economy and cause unemployment.
2) It could also damage the US economy since import prices would not significantly change and other countries could fill China's void, bringing new problems.
3) The best approach is a sustainable and slow rise in the yuan's value to avoid severe problems and allow both countries time to adjust their economies.
Mla in text citations
The document provides guidelines for citing sources in MLA format within the text of a paper (in-text citations). It lists examples of in-text citations for print resources with authors, including citing a specific page, and for electronic resources with authors, including citing an article title. The document also provides brief guidelines for the structure and content of a research paper in MLA format, including an introduction, body with citations and one counter-argument paragraph, conclusion, works cited page, and MLA formatting.
Final exam
This document outlines the structure and content for an exam on professional ethics. It is divided into four parts:
1) Identification, description, and examples of 6 professional ethics issues for 15 points
2) 10 multiple choice questions worth 4 points each for a total of 40 points
3) 10 short answer questions requiring 2-3 sentence responses for 3 points each, totaling 30 points
4) A short essay question worth 15 points requiring a 200 word response on the impact of corporate social responsibility on business.
The document also lists readings and chapters that are content sources for the exam.
The conclusion
The document discusses conclusions to writing and provides examples of different types of conclusions. It notes that conclusions do not need to begin with signal words like "in conclusion" and that more advanced writers tend to avoid such phrases. It identifies four main types of conclusions: bookending to connect back to the introduction, discussing implications in the larger world, looking to the future, and giving advice. The document advises that while conclusion signal words are not always necessary or bad, more advanced writers should strive for techniques beyond them.
Midterm exam
The exam will take place on October 14th during the regular class time in the regular classroom. It will consist of three parts: multiple choice questions worth 30 points, short answer questions worth 30 points, and a short essay question worth 25 points. The multiple choice section will have 15 questions with 4 options each. The short answer section will have 10 questions requiring 2-3 sentence answers. The essay should be about 200 words answering a prompt about a case study on cyber attacks and ethical approaches.
Presentation1 prep
This document outlines the requirements for a presentation on ethics in business. The presentation must identify an ethical issue, define and explain the issue, and discuss why some companies choose unethical or ethical behavior. It must also include two online resources about the ethical issue. Additionally, the presentation needs a case study analyzing a stakeholder's actions, what motivated their behavior, and the results of the case, along with one resource about the case study. The goal is to educate others on an ethics issue and allow people to learn from a real example.
Mini presentationdiscussion
This document provides instructions for a mini-presentation and discussion on a case study. Students will have 1-2 minutes to summarize their assigned case study in their own words, describing the important people, time period, and location. They will then answer any questions from classmates. Students will also generate 5 discussion questions and lead the class discussion by asking questions of their peers and encouraging everyone to participate, with extra credit given for engaging all students.
More from jredris (20)
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Form focused instruction and noticing without embedded video
- 1. FORM-FOCUSED INSTRUCTION R O D E 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 C H A R D S C H M I D T
- 9. NOTICING HYPOTHESIS – WHAT IS IT? • Noticing Hypothesis –Students cannot learn/acquire target features unless they ‘notice’ it. – ‘Noticing’ is an important and vital first step in language learning.
- 11. PUTTING IT ALL TOGETHER 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’ •Consider the 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?
- 20. SPEAKING ACTIVITIES TO TRY Pecha Kucha •20x20 presentation •20 slides, 20 seconds per slide •Live or Recorded •http://www.pechakucha.org/
- 22. SPEAKING ACTIVITIES TO TRY Digital Recording •Record discussion, presentation, oral activity. Review and reflect on performance. •Digital Storytelling •Recorded presentations, interviews, projects
- 23. SPEAKING ACTIVITIES TO TRY 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 TO TRY 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 TO TRY Anything else? •What are some speaking activities (structured or unstructured) that have worked for you?