2013 NECTFL Workshop Dr. Yu-Lan Lin [email protected].

2013 NECTFL WorkshopDr. Yu-Lan Lin

[email protected]

Deepening an understanding of proficiency vs. accuracy

Gain an insight into a balanced skills-getting and skills-using instruction

Design a lesson based on a five-step sequence for skills-getting and skills-using activities

Why do our students produce so little and progress so slowly, when we work so hard and teach so much?

Ausubel’s “Meaningful Learning”

Krashen’s “ Comprehensive Input”

McLaughlin’s “ Information Processing”

Structure learning experiences Facilitate information retrieval Good students: intuitively process info Most students: don’t T helps students organize information:a) language learning strategiesb) Language processing strategies

PronunciationIntonation VocabularySpelling/Writing CharactersGrammarSyntax

Pronunciation drillsSpelling/DictationVocabulary gamesCrossword puzzlesPattern drills

Express one’s feelingsCreative with languageCommunicate meaningful info

Sustain a conversationEngage with native speakers

1. Provide comprehensible input2. Use information gap activity3. Allow students to circumlocute 4. Provide modeling and guided practice

5. Design various student-centered activities

6. Provide appropriate feedback

Set measurable learning objectives

Bell work: -mechanical drills-manipulative exercises

Listening/reading a textComprehensible inputTask promotes processing meaningful input

Activate learning and language processing strategies

Meaningful exercise

Introduction of new material Try out new voc, syntax Drill with choral or individual responses Drill patterns Repetition Positive reinforcement Make corrections Prepare accurate language production

Teacher guided practiceStudent-student practiceInterpersonal communication activities

Tasks embedded in real-life situations

Teacher monitors activities

Sts. demonstrate mastery of skills and concepts

Formative/Summative assessments

Presentational communication activities

Accuracy vs. Proficiency Skills-getting vs. Skills-using: 50/50% 1)Do now: skills-getting

2) Activate knowledge: skills-using3) Intro of new materials: skills-getting4) Practice learned materials: skills-using

5) Closure: Check for understanding: skills-getting or skills-using