Beyond transcription: unlocking the full power of dictation – My favourite dictation tasks | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

0. Introduction

Dictations were taboo for many years in mainstream language education. However, with recent research findings indicating that decoding skills (the ability to match print to sound) are crucial to language acquisition, especially in the realms of listening and reading fluency development, they have become ‘fashionable’ again.

I have always been a passionate advocate of dictation and have been using them for over 30 years as a means to develop decoding and listening skills, but also to foster metalinguistic awareness, vocabulary learning and syntactic knowledge.

In this…

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How to exploit the full learning potential of an L2 song in the language classroom | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

via How to exploit the full learning potential of an L2 song in the language classroom

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How I teach lexicogrammar (PART 2) – The  8 tenets of Extensive Processing Instruction in the novice-to-intermediate classroom | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Fig.1 – the MARS EARS framework

1.Introduction

In the first post in this series dedicated to my teaching approach, Extensive Processing Instruction (or E.P.I.), I discussed the M.A.R.S. E.A.R.S. framework in its broad lines.

In the present post I will concern myself with the eight key principles that are crucial for the success of my approach and anyone wanting to adopt E.P.I. ought to heed, namely:
Chunking
Controlled input
Comprehensible input
Flooded Input
Thorough processing
Pushed Feasible Output
Intensive and Extensive recycling through spaced practice and Interleaving…

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PATTERNS FIRST – HOW I TEACH LEXICOGRAMMAR (PART 1) | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1. INTRODUCTION – TEACHING THROUGH CHUNKS

In the last few weeks I have been asked by many of my readers and colleagues on the Facebook professional group I founded (Global Innovative Language Teachers) the following questions:

 

(1) what I mean by teaching through chunks and patterns / constructions as opposed to single words and traditional grammar,

 

(2) where I get the chunks and patterns from and

 

(3) how I teach them.

 

Whilst I reserve to answer question (3) in a much more detailed post in the very near future outlining my MARS EARS sequence step by step, here I will…

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PATTERNS FIRST – HOW I TEACH LEXICOGRAMMAR (PART 1) | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1. INTRODUCTION – TEACHING THROUGH CHUNKS

In the last few weeks I have been asked by many of my readers and colleagues on the Facebook professional group I founded (Global Innovative Language Teachers) the following questions:

(1) what I mean by teaching through chunks and patterns / constructions as opposed to single words and traditional grammar,

(2) where I get the chunks and patterns from and

(3) how I teach them.

Whilst I reserve to answer question (3) in a much more detailed post in the very near future outlining my MARS EARS sequence step by step, here I will deal with…

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Focused Error Correction – how you can make a time-consuming necessity more effective and manageable | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Please note: this post was co-authored with my dear colleague Dylan Vinales

I have written extensively about Error Correction on this blog, often reiterating the point that whilst there is some evidence pointing to its effectiveness in enhancing L2 writing accuracy (e.g. Ashwell, 2000 ; Chandler, 2003), the gains obtained do not justify the enormous amount of time and effort invested by teachers in the process.

Take Chandler (2003)’s findings: she calculated that teachers’ marking time amounts on average to around 1 minute per 100 words, the time being slightly less ( around 48”) if one…

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