Post on 22-Dec-2015
transcript
What is Comprehensible Input?
Stephen Krashen’s theory of language acquisition
C.I. = i + 1
Krashen’s 5 Hypotheses
Distinction between language acquisition and learning
Natural Order Hypothesis
Monitor Hypothesis
Input Hypothesis
Affective Filter
Input Hypothesis: To acquire new language…
Comprehensible input / message
Sufficient repetition
Interesting
Circling
repetition of specific language
structures via questions and
statements
What Circling isn’t
Circling is not about mindless repetition
Circling is not about boring questions
Circling is not about providing incomprehensible input (too fast)
Circling
Choose language structure(s)
Personalize about students
Questions > Statements
Choral or individual
Student response = quick assessment
Targeted language structure
Targeted language structure:
(Vistas, Chapter 8)
“asked for (food) ”
OPTION A: CIRCLE THE SUBJECT
1. Statement:“Austin asked for a steak.”
2. Question whose answer is “Yes”“Did Austin ask for a steak?” “Yes.”
3. Question whose answer is “No.”“Did Haley ask for a steak?” “No.”
4. Either / Or question“Did Austin ask for a steak or did
Haley ask for a steak?” “Austin (asked for a steak.)”
5. Who or What questions“Who asked for a steak?“Austin asked for a steak.”
6. Restate“That’s right, Austin asked for a
steak.”
That was 8 repetitions of “asked for a _____.”
Students offer possible answers. Teacher selects.
Where did Austin ask for a steak?
When did Austin ask for a steak?
These details can be circled.
Personalize the process by adding factual details about the student
with When, Where questions
Students offer possible answers. Teacher selects.
How did Austin ask for a steak?
Why did Austin ask for a steak?
These details can be circled.
Differentiate questioning by asking How and Why questions to faster students.
Haley asked for sushi.
Did Haley or Austin ask for sushi?Who asked for sushi?Why did Haley not ask for steak?Why did Austin not ask for sushi?
Did I ask for steak?What did I ask for?
Compare and contrast details with other students.
Personalization is engaging.
Pediste = You asked forPidió = She/He/ You (f) asked forPedí = I asked for
¿Qué? What¿Quién? Who?¿Dónde? Where?¿Por qué? Why?
Why circle new language structures?
Repetition + predictability
Engage students’ minds via questions
Personalize content – it’s about them
Differentiate with easier/more difficult level of questioning
Why circle new language structures?
Teach interrogatives
“Deep instruction” of targeted language structures
Stay in L2 90%+
Play with language, creativity, fun
Where can I use the circling technique?
Introducing new content
PQA – Personalized Questions and Answers
During discussions
During reading
As a formative / quick assessment
Why bother with so many repetitions? How many repetitions does a student need to understand new vocabulary and it starts to sound right to their ear?
Some researchers say more than 100 repetitions.
Circling from the textbook
Vistas Lección 8 • 30 Preguntas
1. ¿Qué desayunaste esta mañana? 2. ¿Qué pides generalmente en un
restaurante italiano? 3. ¿Quién te presta dinero cuando lo
necesitas? 4. ¿Prestas tu coche a tus amigos? 5. ¿Cuál es tu fruta favorita?
Circling part of a reading selection
Un total de 3.385 personas fueron evacuadas de sus hogares en la madrugada de este martes tras entrar en erupción el volcán Villarrica, en la sureña región chilena de La Araucanía, informaron oficiales. El volcán, que estaba en aumento de una alerta amarilla desde el pasado 6 de febrero y en alerta naranja este lunes, entró en erupción a las 03:01 horas (06:01 GMT) de este martes con un gran estruendo.
Some guidelines
Don’t circle predictably
Point and pause
Personalize
Differentiate
No opting out
Final thought
Brains crave novelty…
and repetition.