Percorsi Abilitanti PAS Didattica della Lingua Inglese€¦ · Percorsi Abilitanti PAS Didattica...

Percorsi Abilitanti PAS

Didattica della Lingua Inglese

A.A. 2013/14

Università degli Studi di Cagliari

M. Antonietta Marongiu M. Antonietta Marongiu 1

1) Identify your target class-group (starting level, aimed level, prerequisites); 2) set a time-frame (quadrimestri); 3) adjust the organizational framework (modular); 4) Identify the methodological framework; 5) choose the special topics around which to develop each module; 6) select testing strategies & evaluation criteria.

GROUP ACTIVITY: Shaping a syllabus

M. Antonietta Marongiu 2


SETTING A SYLLABUS

SILLABUS SHAPING

UNIT 1 UNIT 2 UNIT 3

MODULE 1


MODULE 2


MODULE 3


MODULE 4

A) the topic to develop/explore in each unit; B) the input of the lessons; C) background knowledge needed for topic/input; D) the material to provide the input (a reading text? a video? a tape? pictures?); E) types of activities (to introduce/to check on comprehension/to explore/to bust/to expand/to test); F) functions / notions / vocabulary sets / language features G) the skills' balance within the units; H) testing and evaluation.

MODULE DEVELOPMENT - take decisions on:


MO

DU

LE N

. X


Module Title specialization (macro-)TOPIC

Units Titles (4) 1st U. (micro)topic 2nd U. (micro)topic 3rd U. (micro)topic

Time-frame

background competence (classgroup spec.) Pre-requisites

Teach. material Objectives

steps: 1) setting teaching goals 2) setting learning goals 3) choosing activities 4) setting a time-frame 5) choosing material

UNIT DEVELOPMENT - plan each lesson


6) providing practice activities for the input provided 7) establishing the steps of each activity 8) making the activities yourself and having results ready 9) thinking in advance of difficulties 10) preparing teaching tools well in advance



UNIT DEVELOPMENT

Grade of reference: 2nd year Itc

From Module 1 LIFESTYLE

Lesson 1: “Sports in Britain” Lesson 2: “Sports in the USA”

Lesson 3: “Unusual Sports”

UNIT TITLE: SPORTS

Time: 4 hours (3 one-hour lessons + 1 hour assessment);

Background knowledge:

ss are able to talk about the sports they like or can play.

Pre-requisites: familiarity with the topics; vocabulary on sports and activities; present continuous; simple present; simple past; use of “like”; use of “would like”.

Objectives: expand vocabulary on sport; provide cultural contexts to different types of sports; provide comparisons between sports in different countries; provide opinions about unusual sports.


Lesson 1 Sports in Britain

Lesson 2 Sports in the USA

Lesson 3 Unusual sports

Aims Expand sport vocabulary set. Contextualize sports in Britain

Expand sport vocabulary set. Contextualize sports in the USA

Expand vocabulary related to sport. Contextualize extreme sports

Vocabulary British sports, sports equipment

American sports, sports equipment

Vocabulary related to unusual sports

Notions /

Functions

Talking about likes and dislikes describing some sports

Talking about American sports describing some sports

Talking about extreme sports and expressing opinions

Language features

Comparatives, Superlatives, passive forms

Superlatives ; passive forms

Comparatives, Superlatives, Passive forms

Aids and material

Realia, pictures, blackboard, Internet, textbook

Pictures downloaded from the net; textbook; blackboard

Pictures from the Internet, textbooks; blackboard

Abilities Speaking Reading

Reading Listening Speaking

Reading Listening Speaking


WHICH METHODOLOGY????????

- involve students in problem-solving activities

-  in the input- providing phase

-  In the practice phase

- involve students interests (life, family, school subjects, interests)

- produce individual/ group products requiring clever use of knowledge/skills learned


-  In the performance phase

- stimulate / encourage further individual / group investigation


It must be oriented to:

HOW ARE LANGUAGES LEARNED?????

THERE IS AN HYPOTHESIS ABOUT LANGUAGE LEARNING BEHIND A LANGUAGE TEACHING APPROACH


EXTERNAL FACTORS INTERNAL FACTORS

Type of input Conscious knowledge of L1

Social context Communication strategies in L1

Attitudes Motivation to L2 learning

WHAT INFLUENCES / DETERMINS L2 ACQUISITION?

R. Ellis, 1998, 2008 M. Antonietta Marongiu 13

Language learning cannot take place without some input.

The social milieu in which learning takes place (opportunities of exposure to the L2 and the attitudes learners develop toward it) influences language learning.

Do learners acquire grammatical structures of an L2 in a definite order?

There is a definite accuracy order irrespective of the learners’ mother tongues, of their age, and of their acquisition environment (natural vs. institutional learning)

R. Ellis, 1998, 2008


ACCURACY ORDER IN ENGLISH LEARNING

Progressive –ing Auxiliary be Plural –s Articles Irregular past tense Regular past tense 3rd person –s

Based on the repetition of the accuracy order, there must be a natural order of acquisition that all learners follow.

R. Ellis, 1998, 2008


THE ACQUISITION OF A PARTICULAR GRAMMATICAL STRUCTURE MUST BE SEEN AS A PROCESS INVOLVING TRANSITIONAL CONSTRUCTIONS.

Description Example

1 Learners fail to mark the verb for past time ‘eat’ 2 Learners begin to produce irregular past tense

forms ‘ate’

3 Learners overgeneralize the regular past tense form ‘eated’ 4 Sometimes learners produce hybrid forms ‘ated’ 5 Learners produce correct irregular past tense forms ‘ate’

Stages in the acquisition of the past tense of ‘eat’

R. Ellis, 1998, 2008


The use of a correct structural form does not necessarily mean that that

this form has been ‘acquired’.

Acquisition follows a U-shaped course of development

R. Ellis, 1998, 2008


Initially learners may display a high level of accuracy only to apparently regress later before finally once again performing in accordance with

target-language norms.

This happens because learners reorganize their existing knowledge in order to

accommodate new knowledge. This kind of reorganization is called

restructuring

R. Ellis, 1998, 2008 M. Antonietta Marongiu 18

As learners restructure their grammatical system, they may appear to regress whereas in fact they are advancing.

When learners begin to use past tense markers they do not do so on all verbs at the same time.

Easier: If the verb refers to events (e.g. ‘arrive’)

More difficult: To mark verbs that refer to activities (e.g. ‘sleep’)

Most difficult: To mark verbs that refer to states (e.g. ‘want’)

MARKING VERBS FOR PAST TENSE

R. Ellis, 1998, 2008


The stages of development of the learners’ system are not sharply defined. Learners oscillate between stages. Learners behavior is not random.

R. Ellis, 1998, 2008


IMPLICATIONS

L2 acquisition is systematic, and, to a large extent, universal, reflecting ways in which internal cognitive mechanisms control acquisition, irrespective of the personal background of learners or the setting in which they learn.


R. Ellis, 1998, 2008


IMPLICATIONS FOR L2 TEACHING

THE ORDERS AND SEQUENCES OF ACQUISITION SHOULD BE TAKEN INTO CONSIDERATION IN L2 TEACHING?

CAN ORDERS AND SEQUENCES OF ACQUISITION BE ALTERED THROUGH FORMAL INSTRUCTION?

R. Ellis, 1998, 2008


VARIABILITY IN LANGUAGE LEARNER

Yesterday the thief steal the suitcase Yesterday the thief stealing the suitcase

OR

Yesterday the thief steal the suitcase Yesterday the thief stole the suitcase


The learner language is systematic Variability is systematic Variability patterns chance depending on:

-  the linguistic context: -  the situational context


adverb of frequency + activity verb trigger - the use of the base form of the verb: “George usually play football every day” - the use of a progressive marker in a sentence referring to past time: “George playing football all the time”

Variability patterns depending on the linguistic context:


Variability patterns depending on the situational context

Learners use more irregular verbs in informal than in formal conversations

Learners use more correct verb tense forms when can plan their production

Variability patterns depending on the psycholinguistic context


Does variability reflect the underlying system the learner is trying to construct?

Learners build variable systems trying to map particular forms on to particular functions

The form-function mapping learners make do not always conform to those found in the target language:

“Mariana no coming today”

“Don’t sit in that one chair”


FREE VARIATION MAY ALSO BE A STAGE OF DEVELOPMENT

INDIVIDUAL LEARNERS MAY BE AT DIFFERENT STAGES OF ACQUISITION FOR DIFFERENT GRAMMATICAL FEATURES

NOT ALL LEARNERS REACH THE COMPLETION STAGE FOR EVERY GRAMMATICAL STRACTURE: FOSSILIZATION

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