The role of language practice
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Transcript of The role of language practice
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The Role of Language Practice
Olga Goncharova
© BKC-IH Moscow Teacher Training Centre 2012
CELTA, DELTA, COLT, Cambridge ExaminerCELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL)
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Fluency vs Accuracy
• Accuracy is …• Fluency is … … an ability to speak idiomatically and accurately, without
undue pausing, without an intrusive accent, and in a manner appropriate to the context.
Fluency is an ability to• Select utterances appropriately (knowing what to say, to
whom and when)• Produce these utterances (rapidly and smoothly, without
much hesitation)© BKC-IH Moscow Teacher Training Centre 2012
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Types of practice
• Mechanical • Contextualised• Communicative
© BKC-IH Moscow Teacher Training Centre 2012
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© BKC-IH Moscow Teacher Training Centre 2012
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What they have in common
• A specific grammatical feature is isolated for focused attention (target language)
• Learners produce sentences with the target language• Learners repeat the target language• Expectancy that learners will produce the target
language correctly. Therefore, practice activities are “success oriented”
• Learners receive feedback on accuracy, either immediate or delayed
© BKC-IH Moscow Teacher Training Centre 2012
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The Habit Loop
clickCue
Routine
Reward
© BKC-IH Moscow Teacher Training Centre 2012
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Criteria for Creative Automatisation
genuinely communicative, i.e. task related, not just for the sake of saying smth
psychologically authentic, natural
formulaic (short, memorizable, multi-situational)
focused (one or few functions)
inherently repetitive
© BKC-IH Moscow Teacher Training Centre 2012
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Examples of situations where repetition is authentic
• Calling an appliance store to practise the structure “something needs V-ing”
• A party in a redecorated apartment to practise I've had the walls painted
• Speed dating to practise I like/ I don’t like• “Lost umbrella” to practise What does it look like?• “You look different” to practise I’ve had my hair dyed• Thanksgiving to practice Thank you for V-ing
© BKC-IH Moscow Teacher Training Centre 2012
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I’ve never … live beeatdrinkhavelearnwork see
I’m getting/ feeling ….© BKC-IH Moscow Teacher Training Centre 2012
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© BKC-IH Moscow Teacher Training Centre 2012
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Examples of activities to promote creative automatisation
• Jazz chants/ creating chants (I’ve never…)• When I am 64. (Will you still…?)• When I am an old woman I shall wear purple. (future
forms)• Pictures on the wall (he’s going to … They might have..)• Class photo (prepositions of place)• What’s my job? (Do you have to…?)• What kind of animal am I? (Do you have..? Can you..?)
© BKC-IH Moscow Teacher Training Centre 2012
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Acknowledgement
• Grammar teaching – Practice or Consciousness Raising? by Rod Ellis
• Addressing the grammar gap in task work by J.C.Richards• An A-Z of EFL by S.Thornbury• Teaching grammar in Second Language Classroom by
H.Nassaji & S.Fotos• The Power of Habit by Ch.Duhigg
© BKC-IH Moscow Teacher Training Centre 2012
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Thank you!
© BKC-IH Moscow Teacher Training Centre 2012