Programmazione e progettazione di un percorso didattico a a 2007 2008 prof ssa marilena beltramini
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Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046 PowerPoint PPT Presentation


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PROGRAMMAZIONE E PROGETTAZIONE DI UN PERCORSO DIDATTICO a.a. 2007/2008 Prof.ssa Marilena Beltramini. Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046 Lingua e cultura inglese Supervisore:Tiziana Ellero.

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Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046

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PROGRAMMAZIONE E PROGETTAZIONE DI UN PERCORSO DIDATTICO a.a. 2007/2008Prof.ssa Marilena Beltramini

Corsista:Barbara Monterisi

Matr. 3301

Corso:2°anno SSIS

Classi di concorso: A045/A046

Lingua e cultura inglese

Supervisore:Tiziana Ellero


“Find the gap”:increasing speaking through student to student interaction


RESEARCH QUESTIONS

  • What is a gap? How many types of gap are there?

    What the suitable activities to create and prompt speaking opportunities?

  • Why is “student to student interaction” so important

    in foreign language speaking activities?

  • What problems does the teacher face to increase interaction?

  • How can the teacher promote students’ interaction?


What is a gap?…

  • Definition of gap

  • Description of different gaps:

  • The information gap

  • The experience gap

  • The opinion gap

  • The knowledge gap

  • The teacher should raise the profile of the gap in order to increase the amount of speaking which serves to close a gap.

  • Creating, finding and exploiting gaps is one way to get students talking more in class.


Why is students’ interaction so important in EFLspeaking activities?

  • Participation

  • Maximising practice time

  • Collaboration

  • Socialization

  • Motivation


What problems does the teacher face when trying to increase interaction?

  • Student resistance

  • Self consciousness

  • Large classes

  • Mixed abilities

  • Lack of motivation

  • Insufficient language


How can the teacher promote students’ interaction?

  • Teaching process language

  • Pre-teaching task language

  • Providing support

  • Giving preparation time

  • Providing a supportive atmosphere

  • Varying the interaction

  • Having different levels of task

  • Giving and encouraging feedback

  • Providing a reason to interact : interactional/transactional language


Theoretical contributions

  • Krashen: The natural approach

  • The affective filter hypothesis

  • Rebecca L.Oxford: Language learning strategies

  • Affective strategies

  • Carter, R. and M. McCarthy. Exploring Spoken English.

  • Widdowson H. G. (1978) Teaching Language as Communication

  • Wilkins D. A. (1976) Notional Syllabuses


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