Principles of Instructed Language Learning指导语言学习的原则.pptVIP

* * * * * * * * * * * * * * * * * * * * * * * * * The importance of ‘pushed output’ (Swain) Little pushed output in classrooms where there is an emphasis on: Controlled practice exercises Few opportunities for extended talk Value of task-based language teaching and group work in providing opportunities for pushed output. Principle 8: The opportunity to interact in the L2 is central to developing L2 proficiency. The Role of Interaction in L2 Acquisition ‘One learns how to do conversation, one learns how to interact verbally, and out of the interaction syntactic structures are developed’ (Hatch) Interaction Hypothesis (Long): negotiating for meaning aids acquisition by: Making input comprehensible Providing corrective feedback Output modification Sociocultural theory of mind (Lantolf) – scaffolding. Key requirements for interaction to create an acquisition-rich classroom (Johnson) Creating contexts of language use where students have a reason to attend to language Providing opportunities for learners to use the language to express their own personal meanings Helping students to participate in language-related activities that are beyond their current level of proficiency Offering a full range of contexts that cater for a ‘full performance’ in the language. Johnson argues these are more likely when the academic task structure and social participation structure are less rigid. Principle 9: Instruction needs to take account of individual differences in learners. Key individual difference factors Language aptitude Motivation Language Aptitude Learners have different types of language aptitude (e.g. analytical vs. memory-based). Teachers can cater to variation in their students’ aptitude by means of: Learner-instruction matching Using a variety of learning activities Providing learner training to encourage flexible learning approach (cf. good language learner studies) Motivation Teachers also need to accept that it is their responsib