10 commonly made mistakes in vocabulary instruction | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Please note: this post was written in collaboration with Steve Smith of http://ift.tt/1ITrHC9 and Dylan Vinales of Garden International School.

In this post I will concern myself with ten very common pitfalls of vocabulary instruction and with ways in which they can be easily pre-emptied.
Mistake1 – Shallow encoding practices
As already mentioned in many previous posts of mine, a to-be-learnt word lingers in our Working Memory for no longer than two or three seconds immediately after we hear it. Thus, in order to commit it effectively to Long-term Memory, we must perform some form…

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10 commonly made mistakes in vocabulary instruction | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Please note: this post was written in collaboration with Steve Smith of http://ift.tt/1ITrHC9 and Dylan Vinales of Garden International School.

In this post I will concern myself with ten very common pitfalls of vocabulary instruction and with ways in which they can be easily pre-emptied.
Mistake1 – Shallow encoding practices
As already mentioned in many previous posts of mine, a to-be-learnt word lingers in our Working Memory for no longer than two or three seconds immediately after we hear it. Thus, in order to commit it effectively to Long-term Memory, we must perform some form…

Continue reading at:

http://ift.tt/1nTHOJ0

A principled approach to the teaching of L2 pronunciation | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

 
Please note: this post was written in collaboration with Steve Smith of http://ift.tt/1nydxyz and  Dylan Vinales of Garden International School (Kuala Lumpur)

0.Introduction
In this article I will concern myself with the teaching of pronunciation and decoding skills (i.e. the transformation of L2 graphemes into sounds) within a typical secondary school setting where teacher contact time is limited (e.g. 2-3 hours per week). The present post should be considered as a sequel to a previous blog (‘Nine research facts on the teaching of L2 phonology teaching and learning’) in which I…

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http://ift.tt/1Swhqjm

A principled approach to the teaching of L2 pronunciation | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Please note: this post was written in collaboration with Steve Smith of http://ift.tt/1nydxyz and Dylan Vinales of Garden International School (Kuala Lumpur)

0.Introduction
In this article I will concern myself with the teaching of pronunciation and decoding skills (i.e. the transformation of L2 graphemes into sounds) within a typical secondary school setting where teacher contact time is limited (e.g. 2-3 hours per week). The present post should be considered as a sequel to a previous blog ‘Nine research facts on the teaching of L2 phonology teaching and learning’ in which I…

Continue reading at:

http://ift.tt/1SSous5

Nine research facts about L2 phonology teaching and learning that every teacher and learner should know | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Currently writing the sequel to this post.

The Language Gym

1. Introduction

In the last three weeks I have been researching L2 phonology acquisition as the teaching of pronunciation and decoding skills is one of my performance management targets for this year. This post, written in collaboration with Steve Smith of http://ift.tt/1ITrHC9 and Dylan Viñales of Garden International School, is a ‘prequel’ to a longer and more exhaustive article I will publish in a few days in which I will lay out the approach to phonology instruction I undertake in my lessons. Here I will concern myself…

Continue reading at:

http://ift.tt/1SRbaEc

Nine research facts about L2 phonology teaching and learning that every teacher should know | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Currently writing the sequel to this post.

The Language Gym

1. Introduction

In the last three weeks I have been researching L2 phonology acquisition as the teaching of pronunciation and decoding skills is one of my performance management targets for this year. This post, written in collaboration with Steve Smith of http://ift.tt/1ITrHC9 and Dylan Viñales of Garden International School, is a ‘prequel’ to a longer and more exhaustive article I will publish in a few days in which I will lay out the approach to phonology instruction I undertake in my lessons. Here I will concern myself…

Continue reading at:

http://ift.tt/1SRbaEc

Lessons in demotivation – forty years of uninspiring modern foreign languages curriculum design | Gianfranco Conti, Phd (Lang. Ed.), MA (TEFL)

Please note: This post was co-authored with Dylan Vinales of Garden Internationa School
Last week I had one of those weird out-of-the-body experiences whereby you watch and listen to yourself teach. To my dismay, during my quiz-starter I was uttering to my very keen year 7 French students – armed with MWBs- the sentence: “j’aime les lapins car ils sont mignons, poilus et joueurs” (= I like rabbits because they are cute, furry and playful”). My heart sank. Mon Dieu ! What was I teaching them?
Truth is, I was following the Expo-One- based schemes of work – Unit 3 animals, etc. And,…

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