My favourite read-aloud tasks and how I use them | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Introduction

As discussed in previous posts, although reading-aloud (RA) techniques have not always been favourably considered in L2 classrooms in the last 3 or 4 decades, the usefulness of this approach for the development of lower-level processing efficiency has been widely confirmed in L2 reading research (e.g., Birch, 2007; Janzen, 2007; Gibson, 2008). Much research has clearly shown that reading aloud helps:

(1) develop L2 learners’ accurate phonological representations (e.g., Gibson, 2008);

(2)  raise their awareness of rhythm, stress and intonation, by using connected texts…

Continue reading at:

http://ift.tt/2pgEvi0

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My favourite read-aloud task and how I use them | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Introduction

As discussed in previous posts, Although reading-aloud (RA) techniques have not always been favourably considered in L2 classrooms in the last 3 or 4 decades, the usefulness of this approach for the development of lower-level processing efficiency has been widely confirmed in L2 reading research (e.g., Birch, 2007; Janzen, 2007; Gibson, 2008). Much research has clearly shown that reading aloud helps:

(1) develop L2 learners’ accurate phonological representations (e.g., Gibson, 2008);

(2)  raise their awareness of rhythm, stress and intonation, by using connected texts…

Continue reading at:

http://ift.tt/2pgEvi0

It is not about ‘how often’, but ‘how’ you recycle – five learning principles that make it or break it in L2 grammar instruction | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1.Introduction

In this very concise post I deal with five factors which are often neglected in grammar instruction, yet curriculum designers and teachers ought to heed as they are crucial to its success. In particular, I will focus on the most important dimension of acquisition of an L2 structure, i.e. its extensive receptive and productive recycling over the long period of time required for an L2 learner to fully acquire it. As I will argue, this crucial phase is usually undermined by the erroneous belief held by many practitioners, that recycling is just about the quantity of exposure and…

Continue reading at:

http://ift.tt/2qsaaAb

It is not about ‘how often’, but ‘how’ you recycle – five learning principles that make it or break it in L2 grammar instruction | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1.Introduction

In this very concise post I deal with five factors which are often neglected in grammar instruction, yet curriculum designers and teachers ought to heed as they are crucial to its success. In particular, I will focus on the most important dimension of acquisition of an L2 structure, i.e. its extensive receptive and productive recycling over the long period of time required for an L2 learner to fully acquire it. As I will argue, this crucial phase is usually undermined by the erroneous belief held by many practitioners, that recycling is just about the quantity of exposure and…

Continue reading at:

http://ift.tt/2qsaaAb

It is not about ‘how often’, but ‘how’ you recycle – five learning principles that make it or break it in L2 grammar instruction | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

0.Introduction

In this very concise post I deal with five factors which are often neglected in grammar instruction, yet curriculum designers and teachers ought to heed as they are crucial to its success. In particular, I will focus on the most important dimension of acquisition of an L2 structure, i.e. its extensive receptive and productive recycling over the long period of time required for an L2 learner to fully acquire it. As I will argue, this crucial phase is usually undermined by the erroneous belief held by many practitioners, that recycling is just about the quantity of exposure and…

Continue reading at:

http://ift.tt/2qsaaAb

From Focused to Thorough processing: the mindshift that will enhance your students’ learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(authored with Dylan Vinales )
1.The attributes of effective aural and written input
In my posts I often point out how, in my view, for the input we give our beginner L2 learners in aural and written texts to truly enhance learning, it ought to satisfy the following criteria:
It has to be comprehensible – i.e. the learners should be able to access 95 % of it without resorting to the use of dictionaries or other resources.
it has to be highly patterned and repetitive – i.e. the text(s) ought to contain as many occurrences as possible of the target phonological, lexical and structural…

Continue reading at:

http://ift.tt/2A1eg5s

From Focused to Thorough processing: the mindshift that will enhance your students’ learning | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(authored with Dylan Vinales )
1.The attributes of effective aural and written input
In my posts I often point out how, in my view, for the input we give our beginner L2 learners in aural and written texts to truly enhance learning, it ought to satisfy the following criteria:
It has to be comprehensible – i.e. the learners should be able to access 95 % of it without resorting to the use of dictionaries or other resources.
it has to be highly patterned and repetitive – i.e. the text(s) ought to contain as many occurrences as possible of the target phonological, lexical and structural…

Continue reading at:

http://ift.tt/2A1eg5s