teaching grammar input processing pp

7/26/2019 Teaching Grammar Input Processing PP

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Center for Second Language Studies

Orientation Session Presentation

August 21, 2012

Virginia Scott


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Rethinking GrammarTeaching

INPUT PROCESSING


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THE

Questions

WHENshould I teaching grammar?

Every day?

At the beginning of the lesson?

HOWshould I teach grammar?

Deductive lesson (ruleexample)

Inductive lesson (examplerule)

Should I useL1orL2to teach grammar?


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Definition & PrinciplesInput Processing

Input processing is an approach to grammar

instruction that guides learners to process what

they see or hear.

This approach helps learners connect language

forms with their intended meanings.

Learners must DO something with the input they

see or hear.


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Traditional approach

Traditional approach:

inputdeveloping system output

focused practice

a) Learners see or hear input.b) They think about it (?)

c) They practice during output.


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Input processing approach

IP approach:


focused practice

a) Learners see or hear input.

b) They DO something with what they seeor hear.

c) They produce the word or structure.


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Traditional / Input processing:A review

1)Traditional approach:


focused practice

2)IP approach:


focused practice


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NOTE

For BOTH the traditional approach and the input

processing approach teaching grammar includes three

main phases:

1) providing input

2) fostering learners developing language system

3) encouraging output


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Structure: verbs with ing

Topic: leisure activities

Going to the movies

Shopping at the mall

Eating pizza at Mafiosas

Watching TVTalking to friends

Riding a bike

Dancing at a club

Hiking at Radnor Lake Park

Reading a book

Sleeping late


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Four kinds of IP activities:

1) Binary options

2) Matching3) Selecting alternatives

4) Supplying information

**Reminder: Students are listening OR reading and DOING

something with what they hear/see.They are NOT

speaking.


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1. Binary options

Indicate if you think the statements are TRUE or FALSE:

TRUE FALSE

I like eating pizza. _____ _____

I enjoy going to the movies. _____ _____I do not like hiking. _____ _____

I hate watching TV. _____ _____

I really like reading books. _____ _____

I do not like riding a bike. _____ _____

I like hiking. _____ _____

I love dancing. _____ _____

(ORAL or WRITTEN input?)


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2. Matching

What do you like?

I like

books.

movies.music.

nature.

pizza.

jokes.

new clothes.

(ORAL or WRITTEN?)

I like

hiking.

shopping.eating.

laughing.

reading.

dancing.watching TV.


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3. Selecting alternatives

When I have free time I enjoy

___ watching TV.

___ reading a book.

___ talking to friends.

When I am hungry I prefer___ going out to a restaurant.

___ cooking dinner at home.

___ getting fast food.

When I go out with my friends we like___ going to the movies.

___ sitting in a bar.

___ dancing in a club.

(ORAL or WRITTEN?)


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4. Supplying information

Fill in the blanks below and be prepared toshare the information.

Name ____________________

I like eating _______________________________.

I love drinking _____________________________.

I enjoy watching ___________________________.

I prefer reading _____________________________.I do not like going _____________________________.


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Elicit the rule

State the rule clearly

You can add ing to verbs.

You can state preferences before the ing verb:

Ilikegoing / Ihateeating / Ipreferdancing

ing verbs are preceded by a helping verb:

to be (I am reading)

to like (I like shopping)


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Guiding principles forinput processing:

Use bothoraland writteninput.

Focus onmeaningbeforeform.

Have learnersDOsomething with input.Design activities that require bothdiscrete(one

answer) andopen-ended(personal opinion)

answers.

Have learnersstate the ruleas final phase of thelesson.


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References

Farley, Andrew. 2004.Structured Input: Grammar Instruction

for the Acquisition-Oriented Classroom. New York: McGraw

Hill.

Lee, James and Bill VanPatten. 2003.Making CommunicativeLanguage Teaching Happen(2nded.). New York: McGraw

Hill.

Wong, Wynne. 2004.Input Enhancement: From Theory and

Research to the Classroom. New York: McGraw Hill.

teaching grammar input processing pp

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