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CAROL DWECK

ROD ELLIS

The Importance of focus on form in communicative language teaching (2015)

Focus on form

Strategies for doing focus focus-on-form

Reactive focus-on-form

Feedback

Explicit

Implicit

Negotiation

Didactic

Conversational

2 types of focus on form

Pre-emptive

When teacher/student make linguistic form the topic of the discourse even though no error has been committed

Reactive

When teacher/another student responds to an error that a student makes in context of communicative activity

Criterial features

transitory

Occurs in discourse primarily meaning-centred

Arises Incidentally

Observable

attention to linguistic elements as they rise incidentally in lessons whose overriding focus is on meaning

Second Language Acquisition & Language Pedagogy (1992)

Principles of instructed language learning (2004)

CONCLUSION

Computational modal

take for example what is happening in a computer

doesn't work

behaviorism

Why?

important

Principle 10: In assessing learners’ L2 proficiency it is important to examine free as well as controlled production

Measurement

Spot the difference tasks

how many differences spotted = assessment

control practice and free practice

communicative tasks

gap filling exercises

metalinguistic judgement

assessing pupils

being nice to pupils => to keep MFL for GCSE

Principle 9: Instruction needs to take account of individual differences in learners

different learning styles

association

how to maintain and develop motivation?

teacher has to work on intrinsic motivation

escape games

/!/ bribery

DIFFERENTIATION

adaptive teaching

Principle 8: The opportunity to interact in the L2 is central to developing L2 proficiency

groupwork = heterogeneity group

Tolerance to noise = not very frenchy

Use of L1

give role to pupils

scriber

teacher forms groups

IRF

teacher makes assertion - pupil speaks - feedback => NOT ENOUGH

Johnson

4 parametres

Sujet secondaire

opportunity with personal interaction

Linguistic context where pupil needs to speak

Interaction hypothesis (1996)

props, scaffolding help to interact

Principle 7: Successful instructed language learning requires opportunities for output

TASKS

OUTPUT MORE developed

ORAL presentation

production of output extremely important

pupils can develop their discourse skills

develop own voice/personality

develop their personal discourse

enhance existing knowledge

pupil can try

stimulus response = positive response

Force syntaxic process

Teacher feedback

Principle 6: Successful instructed language learning requires extensive L2 input

how to put in place a good input

create opportunities for pupil to receive a good input outside the classroom

clubs

photography

Photolanguage?

take pictures of the city

Say why has taken this picture?

sport

CUMBRIA METHOD = French in action => gestual associated with language

culinary

trips

immersive classroom

Maximise L2 use in classroom

KRASHEN

JUST LIKE ZPD

to progress, input has to be adapted (contextualisation, help)

exemple : authentic ressources -> with help

comprehensible input

Takes time to acquire their L1

exposition to input

more exposition = more acquisition

INPUT has to be very important

Principle 5: Instruction needs to take into account the learner’s ‘built-in syllabus’

Built in syllabus taking into account the pupil

explicit knowledge

don't really know what the pupil has acquired implicitly

grammatical and cognitive complexity

anticipating the pupils development

Zero grammar approach

For Krashen

what we teach isn't what the pupils will acquire

BOITE NOIRE DE CHOMSKY

INPUT

immersive teaching is the only thing that works

/o grammar for him

Selon corder = natural built in syllabus => pupils have own natural built in syllabus to learn a MFL

SAME NATURAL ORDER FOR ALL PUPILS?

Principle 4: Instruction needs to be predominantly directed at developing implicit knowledge of the L2 while not neglecting explicit knowledge

Recasting student's utterance in confirmation request

Principle 3: Instruction needs to ensure that learners also focus on form

IMPORTANCE OF NOTICING ACTIVITIES

Principle 2: Instruction needs to ensure that learners focus predominantly on meaning

WHY TBLT

WHY USING FOCUS ON MEANING?

more effective for fluency

Decoding/encoding activities help with communicative skills

Motivation

Focus on meaning

pragmatical

CONTEXTUALISED, within act of communication

Semantic

GRAMMAR, lexical meaning of a word

Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence

notional functional approach?

helps with working with Notion langagière from chunks

Threshold level

=> COMMUNICATIVE APPROACH

Formulaic expressions

used in everyday life

even used by native speakers

VEE HARRIS

Making boys make progress (1998)

Teaching Learners How to Learn. Strategy Training in the ML Classroom (1997)

BERNADETTE HOLMES

NORBERT PACHLER

ANA REDONDO

Mixed ability grouping in Modern Foreign Languages teaching

ANN SWARBRICK

JONES AND SWARBRICK

It makes you think, 2004

characteristics of creative activities

TYPES OF ACTIVITIES

Role play

imaginary beasts

classroom magazine

poems

emotions

element of personal choice in terms of subject matter/interpretation, degree of involvement

strong and individual focus

Teaching Modern Languages (1994)

MICHAEL GRENFELL

Communication : sense and nonsense (1991)

PATRICIA DRISCOLL

COLIN CHRISTIE

ANN BARNES

STEVE SMITH

RUTH HEILBRONN

STEPHEN KRASHEN

GIANFRANCO CONTI

ERNESTO MACARO

Target Language, Collaborative Learning and Autonomy (1997)

Issues in target language teaching

Gender differences in strategy use (1997)

NOAM CHOMSKI

FERDINAND DE SAUSSURE

JANE JONES

Teaching and learning Modern Foreign Languages and able pupils

Teaching Grammar in the Modern Foreign Language Classroom

DYLAN WILLIAM

JOHN HATTIE