Getting Your Students Speaking
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![Page 1: Getting Your Students Speaking](https://reader038.fdocuments.us/reader038/viewer/2022102908/56812f9c550346895d951991/html5/thumbnails/1.jpg)
Getting Your Students Speaking
FromFrom
Input Input
To To
UptakeUptake
Harnessing the power of
blended learning
and new technologies
Giving Students A
Voice
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OnlineOnline
ResourcesResources
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What’s On Tap
• Potential• Why get students speaking online?• Types of delivery options• Best practices• Blended ideas / activities• Websites / Tools• Q and A
Overview Overview
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New Possibilities
What What
If? If?
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Why?
Rationale Rationale
Why the need
for students to
speak online?
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Rationale Rationale
Output reinforces fluency by
1.Practice
2.Noticing + CF
3.Hypothesizing
4.Habituation
Merrill Swain
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Rationale Rationale
More Reasons
Motivation
Repetition
Feedback / Monitoring
Evaluation
Self Directed Learning
Efficacy / Fairness
Low Affective Filter
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What options are available?
OptionsOptions
What types of
blended learning
can teachers
implement ?
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What options are available?
OptionsOptions
Synchronous
Asynchronous
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What options are available?
OptionsOptions
Websites
Devices
Audio / Video
Video only
Audio only
Lab / Class / Home
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Standards
Best Best
PracticesPractices
What is the
Gold standard?
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Standards
Best Best
PracticesPractices
Make it official
Give Ss choice
Demo in class
Provide a model
Hardware
Set standards
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Lesson Planning
ActivitiesActivities
&&
IdeasIdeas
How can teachers make
this part of their online learning?
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Lesson Planning
ActivitiesActivities
&&
IdeasIdeas
Performances / Role plays
Record the Textbook
Reading for the class
Picture Prompts / Response
Mimicking | Singing
Skype in the Classroom
Opinions / Presentations
Student Feedback
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OnlineOnline
ResourcesResources
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Mailvu
VideoVideo
EmailEmail
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Intervue
VideoVideo
ConvoConvo
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Lingt
LMSLMS
CoursesCourses
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Present.me
Flipped Flipped
CurriculumCurriculum
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Screenr
WebsiteWebsite
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SingSnap
SongsSongs
SingingSinging
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Woices
LocationLocation
BasedBased
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Wetoku
DuoDuo
InterviewsInterviews
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Scribblar
Real TimeReal Time
WhiteboardWhiteboard
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Skype in the Classroom
Real TimeReal Time
ConvoConvo
Record!
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Tutorials
PDPD
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Further Thoughts
Let’s Let’s
TalkTalk
Discussion
Q and A
on technology
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ContactContact
http://bit.ly/h4geqP
http://eltandtech.pbworks.com
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Further Reading
ResearchResearch
Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002
Heift, Trude, Corrective Feedback and learner uptake in CALL, Cambridge Univ. Press, 2004.
Long, M.H., Problems in SLA, 2006
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63–90.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59–84.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
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Further Reading
ReferencesReferences
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA: Newbury House.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press.
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). New York: Routledge.
Swain, M., & Lapkin, S. (1995). Problems in output and cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391.
Taddarth, Assma, Recasts, Uptakes and Learning: Effects and Relationships. 2010