INput in learning languages

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PART B


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Interaction is compulsory in this workshop

Stop


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Input

Output

You can’t produce what you don’t own:Inputs drive outputs


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Input skills should always precede output skills

The brain of the beginner student is like an emptywarehouse that must be filled with the information

Do you agree with this idea or you prefer to think

about integrated skills?. What would be the naturalsequence the learning should follow at the beginningstages of foreign languages?

Q:


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Input

Output


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-Practicing-Assessing

Using language to express

orally or in written:


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What do you think these conditions are for both writingand speaking?

Q:

Output exists if certain

conditions are present


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Output:

• Promotes learning through interaction

• Allows assessment of prior learning


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Output


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SPEAKINGUnderstanding written words,phases, chapters, paragraphs to set the

basis for speaking and interact ina language. Ut enim ad minim veniam.

SPEAKINGUnderstanding written words,phases, chapters, paragraphs to set the

basis for speaking and interact ina language. Ut enim ad minim veniam.

Speaking is a way to

communicate in the L2language.


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Speaking.

An activity is communicative if

• Learners are involved

• There is a purpose to speak

• There is a real exchange of information

• Success depends on the communicative

results


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Do you think this happens at every level?.

Can you think of a solution for theseproblems?

Q:

Speaking is difficult for thestudents sometimes

• Inhibitions (fear of mistake, shyness...)

• Not having an opinion on a subject

• Irregular participation within a group


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Any speaking activity requires a plan

There are two basic types of interaction:

- Teacher-student- Student-student

Speaking

Which one do you usually find morechallenging?

Q:


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Which one do you usually find more challenging toencourage, can you think of an activity for each?

Q:

Speaking activities are agreat way to:

Practise pronunciation,

Use grammar and new structures

Interact and learn new vocabularyPresent ideas and express thoughts in the L2

language


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Any ideas to do this efficiently?Q:

Speaking assessment isnot easy

• To design the test and the criteria

• To be neutral or totally objective

• Find a balance between fluency and accuracy• Is time consuming


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• Require to prepare, present, practise,

assessment and extension

• INSTRUCTIONS are essential for an

speaking activities

Speaking activities stages

Can you think of a speaking activity and identify thisphases? Why do you think clear instructions are particu-larly important for this skill?

Q:


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1. Simulations or role plays2. Problem solving3. Games

4. Conversations5. Q&A6. Debates, discussions7. Stories

What’s your favourite or your least favourite?Q:

Speaking activities


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• They are good to promote creativity and motivate• They help memorizing

• Time

• Roles assignation

• Create and present a history• Tools and/or handouts

• Correction

1 Simulations and Role plays

How would you plan for a role play? Why it could go wrong? Can you think of an example of role play?

Q:


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• To work on vocabulary or question structures

• Descriptions/comparisons

• Complete informations in pairs• Opportunities to talk with an objective

2 Problem solving

What to do when students stop using L2?How to avoid it?

Q:


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• Students love games

• Is a good way to work on anything that needs

practising : numbers, places, objects, verbs,..

• Guessing keeps the students engaged• Physical games are good for ice breaking and

remember

3 Games

Any ideas to make this efficient?Q:


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• Good for higher levels

• Each student presents orally on a topic of their

choice or the teachers choice

• Is followed by a discussion

4 Presentation

What can be challenging?Q:


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Output


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Writing requires the ability to

present ideas in written

WRITINGUnderstanding written words,phases, chapters, paragraphs to set thebasis for speaking and interact ina language. Ut enim ad minim veniam.


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• Writing requires an ability to write in L1• A text remains and allows to think, organise

and assess more easily than the speech

• In the communicative approach writing can be

left behind

Why is writing important?Q:

Writing


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Writing

• As a way to learn: grammar structures,

vocabulary, to speak, describe, express ideas

• As a way to communicate: letter, emails

• As a way to enjoy

Can we combine them? How?Q:


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Writing according to the ECF


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Setting up a writing activity

1. Pre-activity

2. Instructions

3. Writing

4. Presentation

What steps would you usually follow?Q:


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1. Pre-activity

Arouse the students' interest or curiosity:Activate their background or knowledge

• Presentation of the subject

• Some stimuli to generate interest and

give the tools

What kind of stimuli can you think of?Q:


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2. Instructions

• Description of the task • Activation of vocabulary> brainstorming

• Presentation of the type of text they have to

produce (examples)

• Giving tools> grammar, functions

• Description of the dynamics of the activity

(groups, individual)

Is it easy to make them write in groups? How would you manage that?Q:


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3. Writing• Composition

• Revision (in groups or individually

4. Presentation• Sharing the compositions

• Final correction• Students can read again the texts and the errors

can be used to correct in a new exercise

• Revision (in groups or individually

What errors do you think teachers usually do whenassessing writing tasks?

Q:


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5. Assessment errors• Lack of examples or instructions

• Expecting something original (sometimesrewriting is a great exercise)

• Quantity is not Quality

• Thinking writing is a waste of time

• Expecting the students to be good writers

• Lack of context

• Lack of purpose or objectives

• Not revising the final product• Assuming writing is an isolated skill


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Types of writing activities

Work on cohesion- Substitute words by pronouns

- Order a sentence

- Eliminate words or repeated sentences,..

Work on content

- Complete a description

- Summary

- Finish a text- Put instructions in order,...

Recognise a style: letter, news paper,..


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Thank you

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INput in learning languages

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