More on universals, desirables, controlled input and implicit learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

This very concise post was motivated by the fact that many colleagues seem to have misunderstood what my ‘universals’ are about and by the high level of interest for this strategy shown by the teachers who attended my recent rounds of workshops in England and Australia.
My ‘universals’
So let me spell it out clearly: the ‘universals’ are high surrender value grammar structures lexical patterns and/or functions that you feel your students are currently not learning effectively due to insufficient exposure or practice in your extant input.
By making such language items your ‘universals’,…

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More on universals, desirables, controlled input and implicit learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

This very concise post was motivated by the fact that many colleagues seem to have misunderstood what my ‘universals’ are about and by the high level of interest for this strategy shown by the teachers who attended my recent rounds of workshops in England and Australia.
My ‘universals’
So let me spell it out clearly: the ‘universals’ are high surrender value grammar structures lexical patterns and/or functions that you feel your students are currently not learning effectively due to insufficient exposure or practice in your extant input.
By making such language items your ‘universals’,…

Continue reading at:

http://ift.tt/2yHjanc

More on universals, desirables, controlled input and implicit learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

This very concise post was motivated by the fact that many colleagues seem to have misunderstood what my ‘universals’ are about and by the high level of interest for this strategy shown by the teachers who attended my recent rounds of workshops in England and Australia.
My ‘universals’
So let me spell it out clearly: the ‘universals’ are high surrender value grammar structures lexical patterns and/or functions that you feel your students are currently not learning effectively due to insufficient exposure or practice in your extant input.
By making such language items your ‘universals’,…

Continue reading at:

http://ift.tt/2yHjanc

Translation tasks and techniques that have significantly enhanced my teaching | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(This post was co-authored with Dylan Vinales during last week’s Garden International School professional learning afternoon)
1.Introduction: the case for translation 
In the last forty years or so, most emerging L2 methodologies have dismissed the use of translation as a counterproductive practice. In particular, the emphasis on 100 % use of the Target Language lain by CLT and other approaches have often resulted in an outright ban of the L1 from the modern language classroom, and with it, evidently, the dismissal of translation.
As I identified in a recent review of the relevant…

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Translation tasks and techniques that have significantly enhanced my teaching | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1.Introduction: the case for translation 
In the last forty years or so, most emerging L2 methodologies have dismissed the use of translation as a counterproductive practice. In particular, the emphasis on 100 % use of the Target Language lain by CLT and other approaches have often resulted in an outright ban of the L1 from the modern language classroom, and with it, evidently, with the dismissal of translation.
As I identified in a recent review of the relevant literature (Conti, 2016), translation has been out of favour for the following reasons:
It is associated with the Grammar…

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Review article : ‘Becoming an outstanding languages teacher’ by Steve Smith | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Steve Smith’s new book  ‘Becoming an outstanding languages teacher’ (Routledge) is aimed primarily at pre-service modern language teachers and others who want to refine their practice. At 200 pages long and with 14 chapters it makes for a not too daunting read, full of practical ideas, techniques and lesson plans. In his characteristically easy style Steve covers a wide range of aspects of language teaching, including how to run a room effectively, how to exploit visual aids and written texts, ways to teach vocabulary and chunks, how to build listening skills and use questioning techniques…

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Eight listening-research findings every teacher should be aware of and their implications for teaching and learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

0.Introduction
As my regular readers would know, Steve Smith and I are currently in the process of writing a book on aural instruction. This has involved reviewing a vast amount of research on the various areas of listening pedagogy in the last year or so. In this post, I will concisely discuss eight sets of research findings I have come across, that I believe every modern language instructor should be aware of and have had a transformative impact on my teaching.

1. Anxiety seriously affects listening comprehension (Elkhafaifi, 2005; Lund, 1991; Vogely, 1998; Graham, 2011; Vaefee, 2016)…

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