CTS-Academic: Module 2 session 10 lesson shapes
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Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
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This document provides information on the Theory of Computation course including objectives, outcomes, modules, textbooks, and benchmarking. The course aims to introduce different computational models like grammars, automata and their limitations. It has 8 modules covering topics such as finite automata, regular expressions, context-free grammars, pushdown automata, Turing machines, and recursively enumerable languages. Benchmarking shows the course matches 90% of syllabi from IIT Madras and IIT Delhi, and 80% of courses from Stanford and Cornell.
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CTS-Academic: Module 2 session 9 cognitive processes
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
How to Evaluate Controlled Natural Languages
(CC Attribution License does not apply to third-party material on slides 5 and 6; see paper for details: http://attempto.ifi.uzh.ch/site/pubs/papers/cnl2009main_kuhn.pdf )
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This document discusses negotiation of meaning during conversations and its benefits for language learning. It describes negotiation as involving feedback from listeners to make the speaker's message more comprehensible. Negotiation can make input understandable without simplifying it, raise awareness of language forms, and push learners to express themselves more clearly. While negotiation alone does not cause learning, it can help input become more comprehensible and noticeable when changes are needed. The document recommends strategies for teaching negotiation skills and encourages activities that require negotiation, such as information-gap tasks.
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The document discusses two methods of teaching English: PPP (Presentation-Practice-Production) and TBL (Task-Based Learning).
PPP follows a three-step structure where a grammar point is first presented, then practiced through exercises, and finally applied more spontaneously. TBL focuses on having students complete meaningful tasks using their language skills, rather than separating language practice from communication.
The document provides examples of lesson plans for both PPP and TBL, showing how different activities are structured for each method. It concludes that understanding theories of second language acquisition can help teachers make informed choices about methodology based on both research and classroom experiences.
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1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions.
2. Setting criterial levels of performance and appropriate response types.
3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages.
4. Having test items and recordings reviewed by colleagues before administration.
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Formal instruction can have both immediate and delayed effects on second language acquisition according to research studies. Some key findings are that instruction is most effective for linguistically simple structures where form and function are transparent, and it can improve learners' controlled performance. However, gains from instruction may not persist in spontaneous speech over time. Instruction also appears to prime learners and facilitate later acquisition by making linguistic features more salient, even if it does not directly teach the rules of the language.
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The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
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In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
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Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
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It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
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The document outlines 10 principles for effective instructed second language learning:
1. Develop formulaic expressions and rule-based competence.
2. Focus predominantly on meaning.
3. Focus on form.
4. Develop implicit and explicit language knowledge.
5. Consider learners' natural language development.
6. Provide extensive language input.
7. Provide opportunities for student language output.
8. Encourage student interaction in the target language.
9. Account for individual learner differences.
10. Include both controlled and free student production.
Comprehensible output hypothesis
The comprehensible output hypothesis was developed by Merrill Swain and states that language learning occurs when learners attempt to produce output and encounter gaps in their linguistic knowledge. This causes learners to modify their output as they learn. There are three functions of output: the noticing function where learners become aware of gaps, the hypothesis-testing function where learners test hypotheses through trial and error, and the metalinguistic function where learners reflect on and internalize language. The hypothesis argues that producing language, receiving feedback, and modifying output based on feedback helps learners acquire a second language.
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Second Language Acquisition
1) The document discusses theories of second language acquisition including contrastive analysis, error analysis, and interlanguage. It also covers product-oriented research focusing on differences between instruction and acquisition and process-oriented research involving modified interaction.
2) Theories such as contrastive analysis and error analysis were later found to have limitations as errors cannot always be predicted and learners progress through systematic stages of interim languages.
3) Research on the differences between conscious learning and subconscious acquisition led to theories like Krashen's comprehensible input hypothesis and Long's modified interaction approach emphasizing comprehensible input through linguistic adjustments.
Assessing reading(1)
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...Yu Kanazawa / Osaka University
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤）
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Chapter 10
This document discusses monitoring progress, testing reliability and validity, and types of listening and speaking tests for ESL/EFL students. It provides guidelines for teachers to monitor student progress through checklists, self-assessments, and completing activities. Reliable tests are unaffected by conditions and can be replicated, while valid tests accurately measure the intended skill. The document also explores factors that increase reliability and different types of listening and speaking tests commonly used to evaluate ESL/EFL students.
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This document outlines steps for developing a listening test, including:
1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions.
2. Setting criterial levels of performance and appropriate response types.
3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages.
4. Having test items and recordings reviewed by colleagues before administration.
5 relevance of annotated corpus
Annotated text corpora are an important resource for natural language processing research and developing language technologies. Corpora are annotated with linguistic tags that mark properties of words, sentences, and discourse. Creating annotated corpora requires significant effort and time but produces a valuable resource for language technologies and multiple purposes once created. The document then provides an example of annotated text in Tamil with morphological, part-of-speech, and syntactic layers of annotation.
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Formal instruction and language learning
Formal instruction can have both immediate and delayed effects on second language acquisition according to research studies. Some key findings are that instruction is most effective for linguistically simple structures where form and function are transparent, and it can improve learners' controlled performance. However, gains from instruction may not persist in spontaneous speech over time. Instruction also appears to prime learners and facilitate later acquisition by making linguistic features more salient, even if it does not directly teach the rules of the language.
Group 4 role of l2 input
The document discusses the role of input in second language acquisition from several perspectives. It defines input as the language directed at the learner, and notes that it can be conscious or unconscious. Input comes in written, verbal, and non-linguistic forms from teachers, students, and media. The input hypothesis states that language is acquired through comprehending messages. Teachers should provide comprehensible input that is interesting, sufficient, and authentic to improve students' knowledge.
PPT_Testing Listening_Claudia Cavada
In this PowerPoint presentation you can find a summary of the ideas presented in the Chapter 12 of Testing for Language Teachers by Arthur Hughes. This chapter is devoted to different key aspects about testing listening. These ideas are also combined at the end of the presentation with other supplementary ideas from the British Council and a PPT created by Kia Karavas.
Error Analysis
Error analysis, a branch of “applied linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made by the second and foreign language learners.”
It is the process to observe, analyze, and classify the deviations of the rules of the second
There are two types of errors
Interlingual errors
Intralingual errors
Errors that occur due to the negative influence the mother tongue on the performance of target language are interlingual errors.
It depends on linguistic differences between the first language and the target language.
Intralingual error is an error that takes place due to a misuse of a particular rule of the target language
Intralingual errors occur due to the faulty or partial learning of target language.
it is, in fact, quite the opposite of Interlingual error, it puts the target language into focus
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It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
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The document outlines 10 principles for effective instructed second language learning:
1. Develop formulaic expressions and rule-based competence.
2. Focus predominantly on meaning.
3. Focus on form.
4. Develop implicit and explicit language knowledge.
5. Consider learners' natural language development.
6. Provide extensive language input.
7. Provide opportunities for student language output.
8. Encourage student interaction in the target language.
9. Account for individual learner differences.
10. Include both controlled and free student production.
Comprehensible output hypothesis
The comprehensible output hypothesis was developed by Merrill Swain and states that language learning occurs when learners attempt to produce output and encounter gaps in their linguistic knowledge. This causes learners to modify their output as they learn. There are three functions of output: the noticing function where learners become aware of gaps, the hypothesis-testing function where learners test hypotheses through trial and error, and the metalinguistic function where learners reflect on and internalize language. The hypothesis argues that producing language, receiving feedback, and modifying output based on feedback helps learners acquire a second language.
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This document discusses the distinction between implicit and explicit learning and knowledge in second language acquisition. It provides definitions and perspectives from various cognitive psychologists and SLA researchers. Implicit learning occurs unconsciously without attention to rules, resulting in intuitive knowledge, while explicit learning involves conscious memorization of rules and facts. Implicit knowledge guides automatic behaviors while explicit knowledge requires controlled processing. SLA research has found that explicit learning and knowledge are generally more effective for L2 mastery than implicit learning alone.
Call for upload
This document provides an overview of computer-assisted language learning (CALL). It begins by defining CALL according to various scholars as the study and application of computers in language teaching and learning or the area of technology and second language teaching and learning. It notes CALL focuses on learning rather than teaching and is not a method but a form of computer-based learning. It discusses key aspects of CALL like materials design, technologies, pedagogical theories, and modes of instruction. It also outlines the history of CALL from behaviouristic to communicative to integrative CALL with the development of multimedia and the internet. Finally, it discusses different CALL activities, technologies, and the roles computers can play in language learning.
Grammar translation-A Summary
The document discusses the Grammar-Translation method of teaching foreign languages. Some key features of this method are that classes are taught in the native language with little use of the target language, vocabulary is taught through lists, extensive grammar rules are explained, reading difficult texts is emphasized early, and translation exercises are a core technique. Typical techniques used include translating passages, reading comprehension questions, working with antonyms/synonyms, learning cognates, applying grammar rules, fill-in-the-blank exercises, memorization, and composition.
Language testing - Contrastive analysis
This document discusses language testing and contrastive analysis. It covers the advantages and disadvantages of essay tests versus objective tests, and different types of language tests. It also discusses contrastive analysis, which is a branch of applied linguistics that examines the differences between a learner's native language and the target language. Contrastive analysis claims that language errors result from interference from the native tongue. The document provides examples of how differences in structures like articles, tenses and adjectives between Arabic and English could lead to errors for Arabic learners of English. Criticism of contrastive analysis is also mentioned.
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1) The document discusses theories of second language acquisition including contrastive analysis, error analysis, and interlanguage. It also covers product-oriented research focusing on differences between instruction and acquisition and process-oriented research involving modified interaction.
2) Theories such as contrastive analysis and error analysis were later found to have limitations as errors cannot always be predicted and learners progress through systematic stages of interim languages.
3) Research on the differences between conscious learning and subconscious acquisition led to theories like Krashen's comprehensible input hypothesis and Long's modified interaction approach emphasizing comprehensible input through linguistic adjustments.
Assessing reading(1)
This document discusses strategies for assessing reading and different types of reading tasks. It describes bottom-up processing, which involves decoding skills, and top-down processing, which uses background knowledge. Four types of reading tasks are outlined: perceptive, selective, interactive, and extensive. Examples of assessment techniques are also provided, including summary, dictocomp, and strip story activities.
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...Yu Kanazawa / Osaka University
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu)
【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤）
Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.What's hot (20)
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Implicit & Explicit learning, knowledge and instruction
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Resear...
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Teaching Listening 2
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
Chapter 4 (1)
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
1. After reading chapter 2, how would you define Communicative L.docx
1. After reading chapter 2, how would you define Communicative Language Teaching? Provide a detailed definition using your own words.
2. What kinds of topics, communication activities (role plays, presentations, debates), and participation formats (teacher-fronted, pair, or small group) did (or might) you most enjoy using as a language learner, and why? Which did you enjoy the least? Did the instruction enable you to use the language later in noninstructional situations? Can you recall any activity or project that integrated listening, speaking, reading, and writing?
3. How do (or might) you use technology for language teaching and learning in your context? What constraints do you face? Do you think that you as a language learner or your (future) students would want to engage in virtual or simulated learning environments online? Why or why not? What possibilities might there be for other non-face-to-face interactions (via chat, email, or online discussion groups) as a way of developing learners' communicative competence? What advantages do those have over more traditional print-based or face-to-face instruction and practice?
4. How might the principles of CLT be applied or adapted to meet the challenges posed by the following sorts of contexts? Choose two situations from the list below to discuss:
a. Learners have limited access to new information and communication technologies or to authentic samples of oral or written language.
b. Existing teaching materials represent a very different orientation to teaching.
c. The goals of the course are much more traditional, for example, to help students pass high-stakes language tests like TOEFL.
d. Class sizes are very large, and acoustics are poor.
e. Students seem to be shy and unaccustomed to discussing topics of a personal or social nature with one another, and the teaching approach is very teacher-centered.
f. Teachers (and students) have difficulty teaching using the L2 primarily due to a lack of proficiency in it.
5. Do you agree that formulaic sequences and vocabulary are more important than grammar in the early stages of L2 learning? Why or why not?
6. The chapter focuses on four ways of focusing on form. What do you see as the advantages and limitations of each way?
7. What are your own views about the value of teaching explicit L2 knowledge?
8. How can you maximize the amount of input that your students are exposed to both in and out of the classroom?
9. "Controlled practice exercises typically result in output that is limited in terms of length and complexity" (p. 39). Do you agree with this statement? Do you see any advantages of such exercises?
...
The English Language Teaching Frameworks by Ayoub Oubla & Zakaria El Kouzouni
The document provides an overview of several teaching frameworks:
1. PPP - Presentation, Practice, Production. It describes the stages and activities in each part of the lesson.
2. PPU - Presentation, Practice, Use. Similarly, it outlines the stages and possible activities at each stage.
3. TTT - Test, Teach, Test. This framework is useful when the teacher is unsure of students' familiarity with the target language. It involves testing, teaching, and re-testing.
4. ESA - Engage, Study, Activate. Developed by Jeremy Harmer, it emphasizes eliciting grammar from students rather than direct teaching.
5. PO
Types of learning method
This document discusses different types of learning methods including massed learning, spaced learning, repeated recitation, whole versus part learning, and serial learning. It explains that spaced learning is more effective for long-term retention compared to massed learning which is prone to quick forgetting. Repeated recitation is also beneficial for permanent memory retention. Whole learning is generally superior to part learning up to about 240 lines, but parts may be better for children. Language plays an important role in learning as it facilitates discovery, collaboration and inquiry.
EESL 542 Group #5 PPT
This document discusses cognate awareness and using authentic materials when teaching listening and speaking skills to English language learners. It defines cognates as words that are similar in meaning, spelling, or form between languages like Spanish and English. It emphasizes the importance of teachers being aware of cognates and both the similarities and differences when teaching. It also discusses using authentic listening materials from sources like television and radio to better prepare students for real English use outside the classroom. The document provides examples of how teachers can more effectively incorporate authentic materials by adapting activities and simplifying language elements.
Some misconceptions about clt
1) The document discusses four common misconceptions about Communicative Language Teaching (CLT): that it means not teaching grammar, teaching only speaking, that pair work means role play, and that it expects too much from teachers.
2) It explains that while CLT de-emphasized grammar teaching initially, grammar is important for communication and can be taught retrospectively by having students discover rules after exposure.
3) Speaking is important but CLT also values other skills; pair work allows student choice but role plays may limit this. CLT expects teachers to facilitate more student time for various types of communication.
101_1大興高中第一次校內研習
The document discusses reasons why Taiwanese students struggle with English proficiency, including influences from Confucianism and teacher-centered instruction. It then outlines theories of how output activities can improve language learning, including noticing functions, hypothesis testing, and reflection. A variety of speaking activities are proposed, such as presentations, role plays, think-pair-share, and picture description, to provide English output practice.
Krashen’s five proposals on language lea
The document discusses Krashen's five proposals on language learning and their validity in Libyan EFL classes. It summarizes Krashen's proposals which include: 1) the distinction between language learning and acquisition, 2) the natural order hypothesis which states that language structures are acquired in a predictable order, 3) the monitor hypothesis which describes three types of language users, 4) the input hypothesis which argues that language is acquired through comprehensible input, and 5) the affective filter hypothesis which posits that learners with high motivation and self-confidence acquire language more readily. The document analyzes how these proposals can be adapted to better suit foreign language learning contexts.
The audiolingual method
The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
Definiendo el enfoque lfe
The document discusses defining the LSP (Language for Specific Purposes) approach. It provides a central definition of LSP from Dudley Evans and St. John (1998) that focuses on designing courses to meet the specific needs of learners using the methodology and activities of the relevant discipline. It also discusses some relative characteristics that may or may not be present, such as courses being designed for specific disciplines. The document then examines how well this definition encompasses a new area within LSP called English for Socio-Cultural Purposes (ESCP), which focuses on learners in prison, those with disabilities, or immigrants seeking citizenship. A key motivation of the LSP approach is to help learners who are at a disadvantage due
My scheme of work principles
This document outlines a scheme of work for an English department. It includes:
- Four types of lessons planned: routine, content/DARTs, full English, and project lessons.
- Starters and plenaries that focus on maintenance, inference, questions, and grammar.
- Four types of integrated homework: improving work, responding to marking, producing texts, and speaking to others.
- Formative and summative assessments integrated, including SATs, APP assessments, and question-based reading assessments.
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- 1. Dr. Simon Phipps dr.simon.phipps@gmail.com Session 10: Lesson shapes 1. Pedagogical implications of psycholinguistics 2. Lesson shapes 3. Questions about portfolio/assignment
- 2. A BIT MORE ABOUT THE BRAIN (RATEY, J. (2001). A USER’S GUIDE TO THE BRAIN. LONDON: ABACUS) Restructuring The brain constantly restructures Like a muscle, the brain can be weakened or strengthened through use The brain is rewired through practice The more we fire, the more we wire! Proceduralisation Use it or lose it! Cell death may be sth positive Once sth has become automatic we use different neurons
- 3. SPADA & LIGHTBOWN 2008:183 Skill acquisition theorists hypothesize that language learned first as metalinguistic knowledge can, through repeated meaningful practice, eventually become so well incorporated and automatized that the language user forgets the metalinguistic information and may forget having learned it in the first place (DeKeyser, 2003).
- 4. LANGUAGE PPP TBL TTT In what ways are they similar/different? What theories of language learning are they based on? How do these help learners to; notice/renotice restructure proceduralise
- 5. PPP Presentation text, story, rule? context? inductive/deductive form/meaning/use concept checking pron. focus? Practice controlled? meaningful? oral? Production natural use? freer practice? diagnostic? prep time? once/repeated? TTT TBL Test Pre-task • prep time? • diagnostic? • known language? • • • • Teach • • • • • • • revision? inductive/deductive planned/incidental form/meaning/use concept checking pron. focus? practice? prep time NS example? known language? order of stages? Task • do, plan, report? • prep time? • oral/written Language focus • • Test • • prep time? • • same/different task? • • • feedback? analysis inductive/deductive planned/incidental practice pron. focus? repeat task + fb?
- 6. LESSON SHAPES/APPROACHES IN TEACHING LANGUAGE PPP TBL TTT order of stages ? different views of learning / different purposes of teaching ? We may need to give learners more guidance if something is; new difficult different in L1 Ultimately we need to help learners to; develop an L2 network create lots of connections become automatic users of this network Recycling may mean; re-noticing opportunities to restructure opportunities for use
- 7. SHAPES Present Test Feedback Practise Produce Notice, restructure, renotice, proceduralise, notice the gap (if f/b) Teach (Proceduralise), notice, restructure, proceduralise, notice the gap (if f/b) Pre-task Task Language Focus Notice the gap (if NS eg), proceduralise, (re)notice, restructure, proceduralise (if repeat task), renotice (if feedback)
- 8. CYCLE Concrete Experience Feeling Active Experimentation Doing Reflective Observation Watching Abstract Conceptualisation Thinking From: Kolb, D. (1984). Experiential Learning. Eaglewood Cliffs, NJ: Prentice Hall.
- 10. A NATURAL LEARNING MODEL g th eg ap o ns concrete experience ry ct u ici n motor l fronta ive at integr abstract hypothesis re st ru on no t se o pr u ed c i at is al r active experimentation back integrative no rin g i ng t ic reflection adapted from: Zull, J. (2002). The Art of Changing the Brain. Sterling, VA: Stylus.