willis chapter 1
TRANSCRIPT
Basic terminology
L1 interference
Thinking about teaching
spontaneous production controlled production
Learners can know something (they are well aware of it
when they are making sentences carefully and attentively)
BUT
not know it when they are producing language spontaneously
Students are careless – they know, they just don’t care
But everyone goes through these stages
Students need to go through a process which
involves making mistakes before they can produce
appropriate forms spontaneously and without
conscious attention
Improvisation
Understanding the rule
+
Applying it upon request while paying attention
consolidation
Producing spontaneously
To make sure students can respond appropriately in a test
OR
To make X a part of their usable repertoire
to eliminate errors
OR
to develop enhanced performance and confidence
Instructions facilitate learning
Noticing and recognizing facilitate learning
Awareness of personal Inter Language (IL)
facilitates learning
Instructions facilitate learning
Noticing and recognizing facilitate learning
Awareness of personal Inter Language (IL) facilitate
learning
Learners: recognize what it is that is to be learnt
Teachers:
Make the target language item salient
Provide useful lists and rules
Encourage rote learning
Identify for the students where L1 transference might be
advantageous
Learners: form hypotheses about the target language
Teachers:
Provide appropriate input (which helps learners formulate
rules for themselves)
Provide rules of thumb
Supply carefully chosen examples
Ask students to find their own examples
Provide exercises (which require use of the rules).
This is true not only for grammar but also for lexis –
patterns, collocations, relationships between words
Learners:
Find things out for themselves
Begin to develop systems without even being aware they are
doing so
Teachers:
cannot directly affect this
encouraging learners to analyze and look for patterns.
1. Recognition
2. System building
3. Exploration
1. Learning new words and patterns
2. Making better use of the language they already have
3. Generalizing from what they know to what they don’t
know
4. Using alternative means of achieving a given end (body
language, synonyms, intonation)
BUT
– We need to get meanings across in a way that can be
readily and easily processed by a listener.
- We need to have a form of English which can be readily
processed by a wide range of other users, an
internationally negotiable meaning system
- We use English to present ourselves and are judged on
the basis of the language we use and the way we use it.
Our students have a constant dilemma:
Speed and Fluency
OR
Accuracy
Basic message (with speed and fluency)
Concern for reader/listener (readily comprehensible)
Presentation of self (as they wish to be seen)
Improvisation
Understanding the rule
+
Applying it upon request while
paying attention
consolidation
Producing spontaneously
Learning is of little use unless what is learnt becomes a
part of the learner’s spontaneous language production
Our role is to encourage students to discover language for
themselves.
We need to provide learners with plenty of opportunities
to use the language, so they can gradually begin to put
into practice what they have learnt
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