Session 10: Lesson shapes

1. Pedagogical implications of psycholinguistics

2. Lesson shapes

3. Questions about portfolio/assignment

Dr. Simon Phippsdr.simon.phipps@gmail.co

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A BIT MORE ABOUT THE BRAIN(RATEY, J. (2001). A USER’S GUIDE TO THE BRAIN. LONDON: ABACUS)

Restructuring The brain constantly restructures Like a muscle, the brain can be weakened or

strengthened through use The brain is rewired through practice The more we fire, the more we wire!

Proceduralisation Use it or lose it! Cell death may be sth positive Once sth has become automatic we use

different neurons

SPADA & LIGHTBOWN 2008:183

Skill acquisition theorists hypothesize that language learned

first as metalinguistic knowledge can, through repeated meaningful practice, eventually become so well

incorporatedand automatized that the language user forgets the

meta-linguistic information and may forget having learned it

in the first place (DeKeyser, 2003).

LESSON SHAPES FOR TEACHING LANGUAGE

PPP TBL TTT

In what ways are they similar/different?

What theories of language learning are they based on?

How do these help learners to; notice/renotice restructure proceduralise

PPPPresentation text, story, rule? context? inductive/

deductive form/meaning/

use concept checking pron. focus?Practice controlled? meaningful? oral?Production natural use? freer practice? diagnostic? prep time? once/repeated?

TTTTest• prep time?• diagnostic?• known language?

Teach• revision?• inductive/deductive• planned/incidental• form/meaning/use• concept checking• pron. focus?• practice?

Test• prep time?• same/different task?• feedback?

TBLPre-task• prep time• NS example?• known language?• order of stages?

Task • do, plan, report?• prep time?• oral/written

Language focus• analysis• inductive/deductive• planned/incidental• practice• pron. focus?• repeat task + fb?

LESSON SHAPES/APPROACHES IN TEACHING LANGUAGEPPP TBL TTT order of stages ? different views of learning / different purposes of teaching ?

We may need to give learners more guidance if something is; new difficult different in L1

Ultimately we need to help learners to; develop an L2 network create lots of connections become automatic users of this network

Recycling may mean; re-noticing opportunities to restructure opportunities for use

A DIFFERENT VIEW OF LESSON SHAPES

Present

Practise Produce

Test

Teach

Pre-task

TaskLanguage

Focus

Feedback

Notice, restructure, renotice, proceduralise, notice the gap (if f/b)

(Proceduralise), notice, restructure, proceduralise, notice the gap (if f/b)

Notice the gap (if NS eg), proceduralise, (re)notice, restructure, proceduralise (if repeat task), renotice (if feedback)

KOLB’S EXPERIENTIAL LEARNING CYCLE

Active Experimentation

Doing

Concrete ExperienceFeeling

Reflective Observation Watching

Abstract Conceptualisation

Thinking

From: Kolb, D. (1984). Experiential Learning. Eaglewood Cliffs, NJ: Prentice Hall.

SENSE INTEGRATE ACT

motor

fron

tal

integ

rative

back integrative

sensory

sensory input

motor output

A NATURAL LEARNING MODEL

motor

fron

tal

integ

rative

back integrative

sensory concrete experience

active experimentation

reflection

abstract hypothesis

adapted from: Zull, J. (2002). The Art of Changing the Brain. Sterling, VA: Stylus.

noticing

restructuring

procedura

lisatio

n

noticing the gap