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Percorsi Abilitanti PAS
Didattica della Lingua Inglese
A.A. 2013/14
Università degli Studi di Cagliari
M. Antonietta Marongiu M. Antonietta Marongiu 1
1) Identify your target class-group (starting level, aimed level, prerequisites); 2) set a time-frame (quadrimestri); 3) adjust the organizational framework (modular); 4) Identify the methodological framework; 5) choose the special topics around which to develop each module; 6) select testing strategies & evaluation criteria.
GROUP ACTIVITY: Shaping a syllabus
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SETTING A SYLLABUS
SILLABUS SHAPING
UNIT 1 UNIT 2 UNIT 3
MODULE 1
UNIT 1 UNIT 2 UNIT 3
MODULE 2
UNIT 1 UNIT 2 UNIT 3
MODULE 3
UNIT 1 UNIT 2 UNIT 3
MODULE 4
A) the topic to develop/explore in each unit; B) the input of the lessons; C) background knowledge needed for topic/input; D) the material to provide the input (a reading text? a video? a tape? pictures?); E) types of activities (to introduce/to check on comprehension/to explore/to bust/to expand/to test); F) functions / notions / vocabulary sets / language features G) the skills' balance within the units; H) testing and evaluation.
MODULE DEVELOPMENT - take decisions on:
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MO
DU
LE N
. X
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Module Title specialization (macro-)TOPIC
Units Titles (4) 1st U. (micro)topic 2nd U. (micro)topic 3rd U. (micro)topic
Time-frame
background competence (classgroup spec.) Pre-requisites
Teach. material Objectives
steps: 1) setting teaching goals 2) setting learning goals 3) choosing activities 4) setting a time-frame 5) choosing material
UNIT DEVELOPMENT - plan each lesson
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6) providing practice activities for the input provided 7) establishing the steps of each activity 8) making the activities yourself and having results ready 9) thinking in advance of difficulties 10) preparing teaching tools well in advance
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UNIT DEVELOPMENT
Grade of reference: 2nd year Itc
From Module 1 LIFESTYLE
Lesson 1: “Sports in Britain” Lesson 2: “Sports in the USA”
Lesson 3: “Unusual Sports”
UNIT TITLE: SPORTS
Time: 4 hours (3 one-hour lessons + 1 hour assessment);
Background knowledge:
ss are able to talk about the sports they like or can play.
Pre-requisites: familiarity with the topics; vocabulary on sports and activities; present continuous; simple present; simple past; use of “like”; use of “would like”.
Objectives: expand vocabulary on sport; provide cultural contexts to different types of sports; provide comparisons between sports in different countries; provide opinions about unusual sports.
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Lesson 1 Sports in Britain
Lesson 2 Sports in the USA
Lesson 3 Unusual sports
Aims Expand sport vocabulary set. Contextualize sports in Britain
Expand sport vocabulary set. Contextualize sports in the USA
Expand vocabulary related to sport. Contextualize extreme sports
Vocabulary British sports, sports equipment
American sports, sports equipment
Vocabulary related to unusual sports
Notions /
Functions
Talking about likes and dislikes describing some sports
Talking about American sports describing some sports
Talking about extreme sports and expressing opinions
Language features
Comparatives, Superlatives, passive forms
Superlatives ; passive forms
Comparatives, Superlatives, Passive forms
Aids and material
Realia, pictures, blackboard, Internet, textbook
Pictures downloaded from the net; textbook; blackboard
Pictures from the Internet, textbooks; blackboard
Abilities Speaking Reading
Reading Listening Speaking
Reading Listening Speaking
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WHICH METHODOLOGY????????
- involve students in problem-solving activities
- in the input- providing phase
- In the practice phase
- involve students interests (life, family, school subjects, interests)
- produce individual/ group products requiring clever use of knowledge/skills learned
- In the practice phase
- In the performance phase
- stimulate / encourage further individual / group investigation
- In the practice phase
It must be oriented to:
HOW ARE LANGUAGES LEARNED?????
THERE IS AN HYPOTHESIS ABOUT LANGUAGE LEARNING BEHIND A LANGUAGE TEACHING APPROACH
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EXTERNAL FACTORS INTERNAL FACTORS
Type of input Conscious knowledge of L1
Social context Communication strategies in L1
Attitudes Motivation to L2 learning
WHAT INFLUENCES / DETERMINS L2 ACQUISITION?
R. Ellis, 1998, 2008 M. Antonietta Marongiu 13
Language learning cannot take place without some input.
The social milieu in which learning takes place (opportunities of exposure to the L2 and the attitudes learners develop toward it) influences language learning.
Do learners acquire grammatical structures of an L2 in a definite order?
There is a definite accuracy order irrespective of the learners’ mother tongues, of their age, and of their acquisition environment (natural vs. institutional learning)
R. Ellis, 1998, 2008
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ACCURACY ORDER IN ENGLISH LEARNING
Progressive –ing Auxiliary be Plural –s Articles Irregular past tense Regular past tense 3rd person –s
Based on the repetition of the accuracy order, there must be a natural order of acquisition that all learners follow.
R. Ellis, 1998, 2008
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THE ACQUISITION OF A PARTICULAR GRAMMATICAL STRUCTURE MUST BE SEEN AS A PROCESS INVOLVING TRANSITIONAL CONSTRUCTIONS.
Description Example
1 Learners fail to mark the verb for past time ‘eat’ 2 Learners begin to produce irregular past tense
forms ‘ate’
3 Learners overgeneralize the regular past tense form ‘eated’ 4 Sometimes learners produce hybrid forms ‘ated’ 5 Learners produce correct irregular past tense forms ‘ate’
Stages in the acquisition of the past tense of ‘eat’
R. Ellis, 1998, 2008
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The use of a correct structural form does not necessarily mean that that
this form has been ‘acquired’.
Acquisition follows a U-shaped course of development
R. Ellis, 1998, 2008
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Initially learners may display a high level of accuracy only to apparently regress later before finally once again performing in accordance with
target-language norms.
This happens because learners reorganize their existing knowledge in order to
accommodate new knowledge. This kind of reorganization is called
restructuring
R. Ellis, 1998, 2008 M. Antonietta Marongiu 18
As learners restructure their grammatical system, they may appear to regress whereas in fact they are advancing.
When learners begin to use past tense markers they do not do so on all verbs at the same time.
Easier: If the verb refers to events (e.g. ‘arrive’)
More difficult: To mark verbs that refer to activities (e.g. ‘sleep’)
Most difficult: To mark verbs that refer to states (e.g. ‘want’)
MARKING VERBS FOR PAST TENSE
R. Ellis, 1998, 2008
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The stages of development of the learners’ system are not sharply defined. Learners oscillate between stages. Learners behavior is not random.
R. Ellis, 1998, 2008
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IMPLICATIONS
L2 acquisition is systematic, and, to a large extent, universal, reflecting ways in which internal cognitive mechanisms control acquisition, irrespective of the personal background of learners or the setting in which they learn.
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R. Ellis, 1998, 2008
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IMPLICATIONS FOR L2 TEACHING
THE ORDERS AND SEQUENCES OF ACQUISITION SHOULD BE TAKEN INTO CONSIDERATION IN L2 TEACHING?
CAN ORDERS AND SEQUENCES OF ACQUISITION BE ALTERED THROUGH FORMAL INSTRUCTION?
R. Ellis, 1998, 2008
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VARIABILITY IN LANGUAGE LEARNER
Yesterday the thief steal the suitcase Yesterday the thief stealing the suitcase
OR
Yesterday the thief steal the suitcase Yesterday the thief stole the suitcase
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The learner language is systematic Variability is systematic Variability patterns chance depending on:
- the linguistic context: - the situational context
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adverb of frequency + activity verb trigger - the use of the base form of the verb: “George usually play football every day” - the use of a progressive marker in a sentence referring to past time: “George playing football all the time”
Variability patterns depending on the linguistic context:
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Variability patterns depending on the situational context
Learners use more irregular verbs in informal than in formal conversations
Learners use more correct verb tense forms when can plan their production
Variability patterns depending on the psycholinguistic context
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Does variability reflect the underlying system the learner is trying to construct?
Learners build variable systems trying to map particular forms on to particular functions
The form-function mapping learners make do not always conform to those found in the target language:
“Mariana no coming today”
“Don’t sit in that one chair”
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FREE VARIATION MAY ALSO BE A STAGE OF DEVELOPMENT
INDIVIDUAL LEARNERS MAY BE AT DIFFERENT STAGES OF ACQUISITION FOR DIFFERENT GRAMMATICAL FEATURES
NOT ALL LEARNERS REACH THE COMPLETION STAGE FOR EVERY GRAMMATICAL STRACTURE: FOSSILIZATION