Practical

Practical Tasks as Writing Input

Phil Cozens

Petroleum Institute

What do you think?

Should students be allowed to use their L1 in an intensive language course setting?

L1 or NO L1?

Targeted L2 input Oral/written instructions Oral concept checking

Selective L1 usage Avoid ‘concept overload’ Encouraging focused communication

Creating real collaboration Allowing for success

Specific L2 outcomes

The Students

Very low TOEFL scores (350?) Mixed abilities

Computing, maths and science Weak learner independence

Collaboration Problem solving

Weak Practical skills Manual dexterity

Ajman, 19th December, 2009

The Students

Answer-fixated Impatient with process

3 classes 2 male (12 + 13)

Joint class for experiment session 1 female (8)

Why experiments?

Experiential learning Contextualized input

Schema building Relevance to future requirements

Provide input for writing tasks Appropriate format

Create transferable knowledge Provide avenues to use own resources

Overcome perceived conceptions of ‘correct’ lesson format

Ajman, 19th December, 2009

Why experiments?

Change of focus Combined classes Interchangeable groups

Collaborative learning Team building

Provide ‘do-able’ challenges Chance to succeed

Encourage problem-solving Making own decisions

Competition

Ajman, 19th December, 2009

Reaction Times -Lesson overview

Introduction Task completion Data transfer Class feedback Class elicited/corrected report Follow-up activities

Paper-based classroom task On-line independent tasks

Reaction Times

Procedures Follow simple oral/role-

played instructions Brainstorming in groups Elicitation and peer

correction Review task

Outcomes Observation and data

collection Utilize a mathematical

concept through the L2 Collation and transfer of

data Familiarization with report

format Data interpretation

Lesson format - general

Once weekly – 3 period session Review / feedback previous session

Grammar/vocabulary tasks Error correction

New task instructions Group discussions Concept checking

Complete task Handwritten report Online edit

Benefits

Tangibles Reports Diagrams and tables Full engagement with

tasks Contextualized

vocabulary input No attendance issues Willingness to revisit

tasks/edit

Intangibles Confidence

Presentation of ideas Social skills

co-operation Social network Learning styles Tolerance of uncertainty Tolerance of the

unorthodox

In their own words

The students Ahmed Khalid Mufarrej Omar

The questions Format Number of takes

And finally….

Try the ideas for yourself!