CTS-Academic: Module 2 session 10 lesson shapes
Download as PPT, PDF2 likes660 views
The document discusses pedagogical implications of psycholinguistics and various lesson shapes in language teaching, including PPP, TBL, and TTT approaches. It emphasizes the brain's plasticity and the importance of meaningful practice in language acquisition, where initially learned knowledge can become automatic. Additionally, it suggests strategies for teaching that help learners restructure and proceduralize their language skills through various stages of tasks and feedback.
CTS-Academic: Module 2 session 10 lesson shapes
- 1. Dr. Simon Phipps dr.simon.phipps@gmail.com Session 10: Lesson shapes 1. Pedagogical implications of psycholinguistics 2. Lesson shapes 3. Questions about portfolio/assignment
- 2. 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
- 3. SPADA & LIGHTBOWN 2008:183 Skill acquisition theorists hypothesize that language learned first as metalinguistic knowledge can, through repeated meaningful practice, eventually become so well incorporated and automatized that the language user forgets the metalinguistic information and may forget having learned it in the first place (DeKeyser, 2003).
- 4. 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
- 5. PPP Presentation 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? TTT TBL Test Pre-task • prep time? • diagnostic? • known language? • • • • Teach • • • • • • • revision? inductive/deductive planned/incidental form/meaning/use concept checking pron. focus? practice? prep time NS example? known language? order of stages? Task • do, plan, report? • prep time? • oral/written Language focus • • Test • • prep time? • • same/different task? • • • feedback? analysis inductive/deductive planned/incidental practice pron. focus? repeat task + fb?
- 6. LESSON SHAPES/APPROACHES IN TEACHING LANGUAGE PPP 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
- 7. SHAPES Present Test Feedback Practise Produce Notice, restructure, renotice, proceduralise, notice the gap (if f/b) Teach (Proceduralise), notice, restructure, proceduralise, notice the gap (if f/b) Pre-task Task Language Focus Notice the gap (if NS eg), proceduralise, (re)notice, restructure, proceduralise (if repeat task), renotice (if feedback)
- 8. CYCLE Concrete Experience Feeling Active Experimentation Doing Reflective Observation Watching Abstract Conceptualisation Thinking From: Kolb, D. (1984). Experiential Learning. Eaglewood Cliffs, NJ: Prentice Hall.
- 10. A NATURAL LEARNING MODEL g th eg ap o ns concrete experience ry ct u ici n motor l fronta ive at integr abstract hypothesis re st ru on no t se o pr u ed c i at is al r active experimentation back integrative no rin g i ng t ic reflection adapted from: Zull, J. (2002). The Art of Changing the Brain. Sterling, VA: Stylus.