bridging the gap part 2
TRANSCRIPT
BRIDGING THE GAP: Part 2CPR – Avilés
2011 – 2012
2. Fluency vs. Complexity
“She is perfectly
fluent in awful English”
Lita Lessa
Fluency
To foster complexityThe ability to produce
language with ease.
The ability to speak with a
good, but not necessarily
perfect command of
intonation, vocabulary ,
syntax and grammar.
The ability to express ideas
coherently
The ability to use continuous
speech without causing
comprehension difficulties,
with minimum breakdowns
and disruptions
Opportunities for
“restructuring” * should be
present through addressing
language prior, during and
after completing the activity
* ”restructuring” = accommodation
of intake to fit in with the
existing data (adapted from Van
Patten, 1993)
Addressing language ...... prior ... during ... after the activity
Pre-teaching linguistic
forms
Reducing complexity
of activity (rehearsal/
sample)
Allowing for time to
plan
Participation (dyads)
Resources (materials
to carry out the
activity)
Procedure (subtasks)
Order (sequencing)
Product (written/
spoken
Public performance
Repeat performance
Other performance
(other more advanced
ss doing the same)
3. Vocabulary Range
Some interesting figures
• Lower-intermediate
3,000 words min.
• Receptive threshold intermediate
5,000-6,000 words
• First-year university materials
10,000 words
Short-term Long-term Memory
• Guided discovery
• Contextual guesswork
• Monolingual dictionary
(learning strategy + learner autonomy)
• Collocations
CO
LLO
CATIO
NS
Source: Unit 10, p.101 Complete CAE (Brook-Hart, G. And
Haines, S., 2009, CUP.)
CHANCE
OCCASION
OPPORTUNITY
POSSIBILITY
4. Natural Speech
Conversational
routines and fixed
expressions
Where might these occur
and what is their function?
•This one’s on me
•It was lovely to see you
•Thanks for coming
•I don’t believe a word
of it
•I don't get the point
•You look great today
•As I was saying
•I’ll be making a move
then
•I see what you mean
•Let me think about it
•Just looking, thanks
•I’ll be with you in a
minute
•It doesn’t matter
5. Fossilized language errors
More frequent in
programmes where
fluency is developed at
the expense of accuracy(Higgs & Clifford, 1982)
Explicit treatment of
grammar
Focus on form
Restructuring Comprehensible
output
Noticing
Making informed decisions
• But first choose words you don’t know form the box and decide which you find useful for the topic
• Then read this info about dyslexia and fill in the blanks
• Now focus on content, make a list of the things you agree with and another with what you disagree with
• Analyse the source and compare the styles (more or less formal/ more or less conversational)
• Spot and highlight any other interesting words or expressions that you don’t normally use
COMPREHENSIBLE OUTPUT
DEBATE
Group A: In favour of catering for dyslexic
learners in the school context
Group B: “Dyslexia doesn’t exist and if it did it’s
not the teacher’s problem”
Smile you are being recorded
To recap: Aim of each activity
RESTRUCTURING
P NOTICING Key vocabulary to speak about Foreign
Language Learning
NOTICING Natural English expressions and input
info about English spelling reform
triggering off concept of Dyslexia
COMPREHENSIBLE OUTPUT Dialogue using expressions
VOCABULARY RANGE Vocabulary: collocations to express
possibility
NATURAL ENGLISH Explain the use of these expressions
VOCABULARY RANGE Reading texts, input on content to raise
awareness/ awaken opinions
D COMPREHENSIBLE OUTPUT Recorded debate
A NOTICING – FOSSILIZED ERRORS Watch recording
C
o
n
c
l
u
s
i
o
n
• Expand their grammatical competence, including acquiring new
ways of using known forms, as well as adding more complex
language resources to their linguistic repertoire.
• Become more fluent and accurate language users.
• Develop the capacity to monitor their own language use as well
as that of others, and to notice the gap between their
productive
competence and those of more advanced language users.
• Continue to develop their vocabulary, particularly at the 5,000
to
6,000 word range.
• Develop a greater awareness of and familiarity with patterns of
lexical collocation.
• Master the use of conversational routines and other means
of participating actively in conversation and other forms of
spoken discourse.
• Further develop their proficiency in listening, reading, and
writing.
“Everyone is a genius; but if you judge a fish on its ability to climb a tree, it will live its whole life believing that it’s stupid.”
Albert Einstein
Thank you
for coming
CU nxt Wed