From Target Language to Model Language – the mind shift that has transformed my teaching | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(Co-authored with Steve Smith and Dylan Vinales)

1. Target vs Model Language : a hair-splitting distinction of much consequence for input design

In 1997, on my MA TEFL at the Reading University’s Centre for Applied Language Studies (CALS) I was introduced by one of my lecturers to Michael Lewis’ book ‘The Lexical Approach’, possibly the most innovative and inspirational piece of Applied Linguistics literature I have ever read in the field – a book that I recommend wholeheartedly to every language teachers.

Very early in the book Michael Lewis discusses a dichotomy that for ever changed…

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From Target Language to Model Language – the mind shift that has transformed my teaching | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

1. Target vs Model Language : a hair-splitting distinction of much consequence for input design

In 1997, on my MA TEFL at the Reading University’s Centre for Applied Language Studies (CALS) I was introduced by one of my lecturers to Michael Lewis’ book ‘The Lexical Approach’, possibly the most innovative and inspirational piece of Applied Linguistics literature I have ever read in the field – a book that I recommend wholeheartedly to every language teachers.

Very early in the book Michael Lewis discusses a dichotomy that for ever changed my teaching: the distinction, that is, between…

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http://ift.tt/2qoKzrk

Patterns first – why you should ‘ditch’ word lists, traditional grammar rules and…your textbook | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(Co-authored with Steve Smith and Dylan Vinales)

Introduction

Last week, during a workshop on vocabulary learning that I delivered in my faculty, I carried out a little experiment with my colleagues which aimed at raising their awareness of the limitation of human working memory by making them experience cognitive overload (i.e. the inability of working memory to cope with a task due to excessive demand on their processing capacity).

The task was simple. One person had a list of twenty words and had to utter each word on the list, one by one ( first word 1, then word 2, followed by word…

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Why you should ‘ditch’ word lists and traditional grammar rules | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Introduction

Last week, during a workshop on vocabulary learning that I delivered in my faculty, I carried out a little experiment with my colleagues which aimed at raising their awareness of the limitation of human working memory by making them experience cognitive overload (i.e. the inability of working memory to cope with a task due to excessive demand on their processing capacity).

The task was simple. One person had a list of twenty words and had to utter each word on the list, one by one ( first word 1, then word 2, followed by word 3, etc.) to their partner. The latter had to…

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http://ift.tt/2rFWAom

How to boost your students’ vocabulary whilst creating a positive learning environment | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Introduction

The validity of Stephen Krashen’s Affective-filter hypothesis as a theory has been discounted by many a scholar, mainly due to its unfalsifiability. However, it is undeniable that a positive and enjoyable learning environment in which the students feel safe, respected, validated, liked and listened to by their teacher and peers, benefits language acquisition in many ways, both in terms of motivation and in reducing learner anxiety – the number-one inhibitor of language learning according to much research. To create such an environment is a pedagogic imperative, whatever…

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How to boost your students’ vocabulary whilst creating a positive learning environment (with minimal preparation) | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

Introduction

The validity of Stephen Krashen’s Affective-filter hypothesis as a theory has been discounted by many a scholar, mainly due to issue related to its unfalsifiability. However, it is undeniable that a positive and enjoyable learning environment in which the students feel safe, respected, validated, liked and listened to by their teacher and peers, benefits language acquisition in many ways, both in terms of motivation and in reducing learner anxiety – the number-one inhibitor of language learning according to much research. To create such an environment is a pedagogic imperative,…

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http://ift.tt/2pyP4Pr

Implementing Listening-As-Modelling in the classroom – a report on a 20-week experiment with my year 8 French classes and its impact on their aural comprehension skills | Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

(Co-written with Steven Smith and Dylan Vinales)
1. Introduction

This post describes the broad lines of a twenty-week long instructional programme in listening skills (a pilot study) Gianfranco carried out with two Year 8 French classes as part of his performance management.

We’ll discuss its main findings and implications for teachers. We hope to include reference to this study in the book we are preparing about teaching listening called Breaking the Sound Barrier.

The study investigated whether extensive L.A.M. (Listening-as-modelling) instruction focusing on the enhancement of…

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