d
JOHN HATTIE
DYLAN WILLIAM
JANE JONES
Teaching Grammar in the Modern Foreign Language Classroom
Teaching and learning Modern Foreign Languages and able pupils
FERDINAND DE SAUSSURE
NOAM CHOMSKI
ERNESTO MACARO
Gender differences in strategy use (1997)
Issues in target language teaching
Target Language, Collaborative Learning and Autonomy (1997)
GIANFRANCO CONTI
STEPHEN KRASHEN
RUTH HEILBRONN
STEVE SMITH
ANN BARNES
COLIN CHRISTIE
PATRICIA DRISCOLL
MICHAEL GRENFELL
Communication : sense and nonsense (1991)
ANN SWARBRICK
Teaching Modern Languages (1994)
JONES AND SWARBRICK
It makes you think, 2004
characteristics of creative activities
strong and individual focus
element of personal choice in terms of subject matter/interpretation, degree of involvement
TYPES OF ACTIVITIES
Role play
emotions
poems
classroom magazine
imaginary beasts
ANA REDONDO
Mixed ability grouping in Modern Foreign Languages teaching
NORBERT PACHLER
BERNADETTE HOLMES
VEE HARRIS
Teaching Learners How to Learn. Strategy Training in the ML Classroom (1997)
Making boys make progress (1998)
ROD ELLIS
Principles of instructed language learning (2004)
Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence
Formulaic expressions
even used by native speakers
used in everyday life
notional functional approach?
Principle 2: Instruction needs to ensure that learners focus predominantly on meaning
Focus on meaning
Semantic
GRAMMAR, lexical meaning of a word
pragmatical
CONTEXTUALISED, within act of communication
WHY USING FOCUS ON MEANING?
Motivation
Decoding/encoding activities help with communicative skills
more effective for fluency
WHY TBLT
e
IMPORTANCE OF NOTICING ACTIVITIES
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 5: Instruction needs to take into account the learner’s ‘built-in syllabus’
Selon corder = natural built in syllabus
=> pupils have own natural built in syllabus to learn a MFL
SAME NATURAL ORDER FOR ALL PUPILS?
For Krashen
Built in syllabus taking into account the pupil
Zero grammar approach
anticipating the pupils development
explicit knowledge
don't really know what the pupil has acquired implicitly
grammatical and cognitive complexity
Principle 6: Successful instructed language learning requires extensive L2 input
Principle 7: Successful instructed language learning requires opportunities for output
production of output extremely important
Teacher feedback
Force syntaxic process
pupil can try
stimulus response = positive response
enhance existing knowledge
pupils can develop their discourse skills
develop their personal discourse
develop own voice/personality
TASKS
OUTPUT MORE developed
ORAL presentation
Principle 8: The opportunity to interact in the L2 is central to developing L2 proficiency
Principle 9: Instruction needs to take account of individual differences in learners
Principle 10: In assessing learners’ L2 proficiency it is important to examine free as well as controlled production
assessing pupils
being nice to pupils => to keep MFL for GCSE
Sujet secondaire
control practice and free practice
metalinguistic judgement
gap filling exercises
communicative tasks
Measurement
Spot the difference tasks
how many differences spotted = assessment
CONCLUSION
Computational modal
Second Language Acquisition & Language Pedagogy (1992)
The Importance of focus on form in communicative language teaching (2015)
Focus on form
attention to linguistic elements as they rise incidentally in lessons whose overriding focus is on meaning
Criterial features
Observable
Arises Incidentally
Occurs in discourse primarily meaning-centred
transitory
2 types of focus on form
Reactive
When teacher/another student responds to an error that a student makes in context of communicative activity
Pre-emptive
When teacher/student make linguistic form the topic of the discourse even though no error has been committed
Strategies for doing focus focus-on-form
Reactive focus-on-form
Negotiation
Conversational
Didactic
Feedback
Implicit
Explicit