programmazione e progettazione di un percorso didattico a a 2007 2008 prof ssa marilena beltramini
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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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programmazione e progettazione di un percorso didattico a a 2007 2008 prof ssa marilena beltramini
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

research questions
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
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 efl speaking activities
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
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
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
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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