第二外语的学习方法.ppt

Orientation Session Presentation August 21, 2012 Virginia Scott Rethinking Grammar Teaching INPUT PROCESSING THE Questions WHEN should I teaching grammar? Every day? At the beginning of the lesson? HOW should I teach grammar? Deductive lesson (rule ? example) Inductive lesson (example ? rule) Should I use L1 or L2 to teach grammar? Definition PrinciplesInput Processing Input processing is an approach to grammar instruction that guides learners to process what they see or hear. This approach helps learners connect language forms with their intended meanings. Learners must DO something with the input they see or hear. Traditional approach Traditional approach: input ? developing system ? output focused practice a) Learners see or hear input. b) They think about it … (?) c) They practice during output. Input processing approach IP approach: input ? developing system ? output focused practice a) Learners see or hear input. b) They DO something with what they see or hear. c) They produce the word or structure. Traditional / Input processing:A review 1) Traditional approach: input ? developing system ? output focused practice 2) IP approach: input ? developing system ? output focused practice NOTE For BOTH the traditional approach and the input processing approach teaching grammar includes three main phases: 1) providing input 2) fostering learners’ developing language system 3) encouraging output Structure: verbs with “ing” Topic: leisure activities  Going to the movies Shopping at the mall Eating pizza at Mafiosa’s Watching TV Talking to friends Riding a bike Dancing at a club Hiking at Radnor Lake Park Reading a book Sleeping late Four kinds of IP activities: 1) Binary options 2) Matching 3) Selecting alternatives 4) Supplying information **Reminder: Students are listening OR reading and DOING something with what they hear/