Practical Tasks as Writing Input
Phil Cozens
Petroleum Institute
What do you think?
Should students be allowed to use their L1 in an intensive language course setting?
L1 or NO L1?
Targeted L2 input Oral/written instructions Oral concept checking
Selective L1 usage Avoid ‘concept overload’ Encouraging focused communication
Creating real collaboration Allowing for success
Specific L2 outcomes
The Students
Very low TOEFL scores (350?) Mixed abilities
Computing, maths and science Weak learner independence
Collaboration Problem solving
Weak Practical skills Manual dexterity
Ajman, 19th December, 2009
The Students
Answer-fixated Impatient with process
3 classes 2 male (12 + 13)
Joint class for experiment session 1 female (8)
Why experiments?
Experiential learning Contextualized input
Schema building Relevance to future requirements
Provide input for writing tasks Appropriate format
Create transferable knowledge Provide avenues to use own resources
Overcome perceived conceptions of ‘correct’ lesson format
Ajman, 19th December, 2009
Why experiments?
Change of focus Combined classes Interchangeable groups
Collaborative learning Team building
Provide ‘do-able’ challenges Chance to succeed
Encourage problem-solving Making own decisions
Competition
Ajman, 19th December, 2009
Reaction Times -Lesson overview
Introduction Task completion Data transfer Class feedback Class elicited/corrected report Follow-up activities
Paper-based classroom task On-line independent tasks
Reaction Times
Procedures Follow simple oral/role-
played instructions Brainstorming in groups Elicitation and peer
correction Review task
Outcomes Observation and data
collection Utilize a mathematical
concept through the L2 Collation and transfer of
data Familiarization with report
format Data interpretation
Lesson format - general
Once weekly – 3 period session Review / feedback previous session
Grammar/vocabulary tasks Error correction
New task instructions Group discussions Concept checking
Complete task Handwritten report Online edit
Benefits
Tangibles Reports Diagrams and tables Full engagement with
tasks Contextualized
vocabulary input No attendance issues Willingness to revisit
tasks/edit
Intangibles Confidence
Presentation of ideas Social skills
co-operation Social network Learning styles Tolerance of uncertainty Tolerance of the
unorthodox
In their own words
The students Ahmed Khalid Mufarrej Omar
The questions Format Number of takes
And finally….
Try the ideas for yourself!