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Putting It Together

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Ivan Vander Deen

on 12 June 2013

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Transcript of Putting It Together

Things to think about
When planning a lesson General
Theories Behavorist:
Language learning is a habit forming process where old L1 habits are replaced with new L2 habits
Difficulty can be predicted by differences between L1 and L2 Innatist:
Universal Grammar Theory
Language is built in, so everyone is born with knowledge of things common to all languages.
Development should be predictable Interactionist:
Language learning needs authentic interaction with language
Communicative activities with more focus on function rather than form Cognitivist:
Language learning is the same as learning other skills
Acquisition of simple skills leads to acquisition of more complex skills until native-like L2 is achieved Grammar
Translation Direct Audio-
Lingual Total
Response Communicative
Learning Communicative
Language Teaching Task-
Learning Content-
Instruction The
Approach Dogme Others:
Past &
Future Proficiency:
Grammar - is the rule of structure of the language
Vocabulary - is the words & meaning of the language
Pronunciation - is the sounds of the language
Fluency - speak without hesitation & without difficulty
Comprehension - is the understanding of the language
Tasks & Functions - is the purpose of the language Interlanguage:
Systematic - Learner's internal grammar
Dynamic - Changes the rules as IL progresses
Variable - Different context results in different patterns
Reduced - Less complex grammatical structures Grammatical Competence
Knowledge of lexical items & rules of morphology, syntax, sentence-grammar, semantics & phonology
Discourse Competence
Able to connect sentences & form into a meaningful whole, from conversations to written texts
Sociolinguistic Competence
Knowledge of sociocultural rules of language & discourse
Able to understand the social context that language is used, roles of participants, information they share, & function of the interaction
Strategic Competence
The verbal and non-verbal communication strategies that are used to repair breakdowns in communication or are used to be more persuasive
Intercultural Competence
Knowledge that one's culture can influence language use in discourse, sociolinguistic, and strategic terms Input Output Preview Present Isolate Practice Produce Learner
Centered Learner
Centered Teacher
Centered Error
Correction Error
Correction Error
Correction Fluency Fluency Accuracy Sense Sense Meaning Meaning Meaning Short-Term
Memory Long-Term
Memory Main Idea Details Language
Details Language Use Preview Set Context Activate Schema Present Input - Listening/Reading Type 1 Tasks > Top-Down Processing Type 2 Tasks > Top-Down/Bottom-Up
(Interactive Processing)
> Bottom-Up Processing > Make Input Comprehensable
- Krashen's i + 1
- Don't forget about any cultural discourse the input may contain > Engage the Students - Personalize it
- Helps make sense > Recall/Review Prior Knowledge > Help Students Relax - Lower Affective Filter Isolate Grammar
Pronunciation Practice Production Controlled Use of TLC Independant Use of TLC > Speaking/Writing
> Students use language in a more relaxed and comfortable setting > Speaking/Writing
> Students can use language in a personal way (Sense) Methods/
Approaches Repetition
Comprehension Check
Individual (S --> T)
S asks Q to another S
Asking & Answering Questions
Giving Opinions
TSST (T --> S1 --> S2 --> T)
T models Q
S creates Q S asks Q
Error Correction
T corrects directly
T points out/reflects
T writes error on WB
Peer correction
T reflects/recasts and moves on
Self correction
Using WB
S asks for help
T models with repetition Classroom Interactions Vygotsky's Sociocultural Theory Zone of Proximal Development (ZPD)
One learns better when learning with a group Short-Term Memory
Time Limit Short-Term Memory
Size Limit Sense Complexity Complexity
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