Tradition and Innovation: The Evolution of Revolution
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Transcript of Tradition and Innovation: The Evolution of Revolution
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Tradition and Innovation: The Evolution of Revolution
Pamela Hartmann,ELT Author, McGraw-Hill
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Are we getting closer to finding the “holy grail”?
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Influences on Our Teachingsetting, purpose
curriculum
textbookour own
experience in FL classes
students’ needs/motivation
method
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Setting or purpose: informs choice of method(s) and textbook.
• EFL or ESL?• Cramming for the TOEFL/other
exam)?• Travel English?• Vocational English?• EAP?• TENOR?
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Influences on Our Teachingsetting, purpose
curriculum
textbookour own
experience in FL classes
students’ needs/motivation
method
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A Brief, Selective Overview of Approaches/Methods
• GTM• AL• CLT (and some versions/variations) --TBLT --TPR --Silent Way --Natural Approach• CALLA/the teaching of strategies• the Lexical Approach/Corpus Linguistics
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Today’s Focus
• CLT
• Motivation
• CALLA/Strategies (in EAP)
• The Lexical Approach/Corpus Linguistics
• The “postmethod” world
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CLTEvolution
GTM What’s good about it?
What’s problematic about it?
AL What’s good about it?
What’s problematic about it?
CLT In constant evolution; “nobody knows what it is.” (Littlewood)
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Communicative Teaching• Notional-Functional notion = context function = specific purpose
• Activities (many the same as in other methods) Role plays Pair work Info gaps Group work Problem solving Learning-by-teaching
Surveys “Flipping” the classroom Games
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Common sense, perhaps, but . . . .
“Common sense ain’t so common.”--
humorist Will Rogers
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CLT: Challenges and Obstacles
• “one-size-fits-all” assumption—the “CLT attitude” (Bax)
• teacher’s lack of confidence• conflict and demands of exams• “quantum leap” (Chow & Mok-Cheung)
from T-centered to S-centered• students’ lack of motivation Result: Teachers often skip over communicative activities in textbooks.
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CLT Direction Today • compromise: “expanding [the] repertoire rather than rejecting previous approaches”
(Zheng & Anderson)
• analytic + experiential language: complementary functions (Ellis)
• student motivation (Wang; Grabe)
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Motivated StudentsAre encouraged to be:
✓ interested
✓ autonomous, to a degree
✓ collaborative
✓ confident, successful
• clarity on goals; question/fact/anecdote; everyday English
• vocabulary review/some choice of material
• pairs, groups, class
• accessible materials, spoken English; tests; “secrets”
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The Teaching of Strategies: Why?
• Common sense/instinct: secrets of good language learners
• Supported by research
• Students “fail to invoke” strategies (Garner)
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Types of Strategies• Cognitive• Metacognitive• Social• Affective• Compensation• Memory
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But there are so many! How can I teach them all?
• Weave them in.• Teach them in combinations.• Recycle them.• Encourage transfer.• Choose some to focus on.
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My Own, Subjective “Spotlight List”
• Activating background knowledge/previewing
• Using compensation strategies• Getting meaning from context• Building awareness of text structure/
graphic organizers• Using various strategies for the
learning of new vocabulary
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A New Stage in the Evolution of LT/Innovations from Corpus Linguistics
What do we know now? How can we make use
of it?
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From corpus linguistics
How?• Teach students to be good noticers.• Encourage use of a good dictionary.• Teach how to use it.
What?
Real-world language is often different from how it is presented in class.
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From Corpus Linguistics
How?• Don’t just hand out these lists.• Use a textbook informed by these lists.• Beyond the text, use these lists to inform your teaching.
✓
What?Students need to learn most frequent words first (whether from general English or the AWL).
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From Corpus Linguistics
How?
1. with a text that recycles a lot & has a lot of vocabulary work
2. discussion topics that lead to use of certain words
3. your own supplemental cloze exercises (run through lextutor.ca) ✓
What?
Students must encounter/use a word multiple times.
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From Corpus Linguistics
How?
4. extensive reading outside class
5. quick vocabulary list as a warm-up for each class
(Folse) ✓
6. “old-fashioned” rote memorization (but with a twist—suggested by Folse)
(Continued)
Multiple encounterswith new words
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One Entry in a Word Journal
cramstudy hard at the last minute
vIf you ________ for an exam, you might do well, but you won’t remember the material later.
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From Corpus Linguistics
What?(from brain research)
The brain retains chunks better than bits.
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From Corpus Linguistics
How?
1. Explain to students why you emphasize collocations.
2. Encourage memorization of sentences in the Word Journal. 3. Encourage students tobecome good noticers + test on collocations.
What?
Focus on collocations.
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This Postmethod EraAre we getting closer to finding the “holy grail”?
• The bad news: “There is no best method.” (Prabhu, in Kumaravadivelu) i.e., no holy grail
• The good news: no longer chained to one method
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Postmethod Pedagogy
Our new “compass” (Kumaravadivelu):Framework: broad
principles, theoretical convictions,
macrostrategies
Microstrategies: classroom activities
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The Best of Various Approaches/Methods
• GTM• AL• CLT (and some versions/variations) --TPR --Silent Way --Natural Approach• CALLA/the use of strategies• the Lexical Approach/Corpus Linguistics
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Conclusion
Détente!