Session 10: Lesson shapes 1. Pedagogical implications of psycholinguistics 2. Lesson shapes 3. Questions about portfolio/assignment Dr. Simon Phipps [email protected] om
Session 10: Lesson shapes
1. Pedagogical implications of psycholinguistics
2. Lesson shapes
3. Questions about portfolio/assignment
Dr. Simon [email protected]
m
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
SPADA & LIGHTBOWN 2008:183
Skill acquisition theorists hypothesize that language learned
first as metalinguistic knowledge can, through repeated meaningful practice, eventually become so well
incorporatedand automatized that the language user forgets the
meta-linguistic information and may forget having learned it
in the first place (DeKeyser, 2003).
LESSON SHAPES FOR TEACHING 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
PPPPresentation 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?
TTTTest• prep time?• diagnostic?• known language?
Teach• revision?• inductive/deductive• planned/incidental• form/meaning/use• concept checking• pron. focus?• practice?
Test• prep time?• same/different task?• feedback?
TBLPre-task• prep time• NS example?• known language?• order of stages?
Task • do, plan, report?• prep time?• oral/written
Language focus• analysis• inductive/deductive• planned/incidental• practice• pron. focus?• repeat task + fb?
LESSON SHAPES/APPROACHES IN TEACHING LANGUAGEPPP 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
A DIFFERENT VIEW OF LESSON SHAPES
Present
Practise Produce
Test
Teach
Pre-task
TaskLanguage
Focus
Feedback
Notice, restructure, renotice, proceduralise, notice the gap (if f/b)
(Proceduralise), notice, restructure, proceduralise, notice the gap (if f/b)
Notice the gap (if NS eg), proceduralise, (re)notice, restructure, proceduralise (if repeat task), renotice (if feedback)
KOLB’S EXPERIENTIAL LEARNING CYCLE
Active Experimentation
Doing
Concrete ExperienceFeeling
Reflective Observation Watching
Abstract Conceptualisation
Thinking
From: Kolb, D. (1984). Experiential Learning. Eaglewood Cliffs, NJ: Prentice Hall.
SENSE INTEGRATE ACT
motor
fron
tal
integ
rative
back integrative
sensory
sensory input
motor output
A NATURAL LEARNING MODEL
motor
fron
tal
integ
rative
back integrative
sensory concrete experience
active experimentation
reflection
abstract hypothesis
adapted from: Zull, J. (2002). The Art of Changing the Brain. Sterling, VA: Stylus.
noticing
restructuring
procedura
lisatio
n
noticing the gap