Glottodidattica

1. Lesson 5 Glottodidattica

2. Glottodidattica • Outline • My ideas for correcting spoken English/solving common classroom problems • Input vs. intake • Output

3. Glottodidattica • Keywords: Input, intake, output

4. Glottodidattica • My ideas for correcting spoken English…. • 1.Using fingers: For example, to highlight an incorrect form or to indicate a word order mistake. • GesturesFor example, using hand gestures to indicate the use of the wrong tense.

5. Glottodidattica • ReformulationFor example: Student: I went inScotlandTeacher: Oh really, you went to Scotland, did you? After a communication activity: • After a communication activity: • Noting down errors: Individual notes; they can be used to focus on frequent mistakes. The student then has a written suggestion of what to work on.

6. Glottodidattica • Recording:Students sit in a circle with a tape recorder in the centre.When they have something to say they record themselves and then pause the tape. They can use the teacher as a linguistic resource. At the end of the discussion students analyse their performance with the teacher. The focus is on improving the quality of what they say and expanding their inter-language.

7. Glottodidattica • Recording has two advantages: • Students pay more attention to what they say because they are taking part in a kind of performance (it is recorded) • Students not only become more conscious of gaps in their spoken English but also can see how their spoken English is improving.

8. Glottodidattica • Solving common classroom problems…… • Students are excessively dependent on the teacher. Instead of answering the students’ questions all the time, the teacher can focus on giving positive encouragement to students.

9. Glottodidattica • 2. Continuous use of the first language in class….. • When teaching English as a foreign language, this is the most common problem. It is important to encourage students to use English, and ONLY English. If students start speaking their first language, the teacher can move closer to the student, asking direct questions like "do you have a question?" Another idea is to establish a set of class rules and develop a penalty system for when they use their first-language. For example: if a student is caught using the first-language three times, he/she must perform a poem in front of the class (in English). Remember, for the 1-2 hours they are in English class, it must be English only.

10. Glottodidattica • INPUT • Input consists of information or resources that a person or a group of people receive. Example: It depends on the teacher to provide a variety of types of input in the classroom...

11. Glottodidattica • INTAKE • Your intake of a particular kind of food or drink is the quantity that you eat or drink. • Example: • Try to reduce your intake of fat.

12. Glottodidattica • OUTPUT • It is the number of something that a person or thing produces. • Example: • This factory outputs five thousand chairs every day.

13. Glottodidattica • Difference between ‘Intake’ and ‘Input’ in L2 (Second Language) learning • To learn L2, it is important that the learner lives around people who speak L2 or goes to a classroom where L2 is taught.

14. Glottodidattica • This exposure of learner to L2 is called ‘input’. • ‘Input’ is the knowledge that an environment offers to a learner, whereas ‘intake’ is that particular amount of an input that a learner successfully processes to build up internal understanding ofL2. • Input and intake are parts of the same learning process but some linguists treat them differently because of the complex nature of L2 learning.

15. Glottodidattica • Input is a linguistic phenomenon, available for learners to absorb through aural (hearing) and visual (reading, interpreting signs and gestures) systems. • Input = a general term used for all kinds of L2 data available for a learner.

16. Glottodidattica • Intake is a limited amount of input that L2 learners save, accumulate and relate to • existing knowledge. • This difference between ‘input’ and ‘intake’ is greatly applied by linguists in L2 analysis to overcome the barriers that obstruct effective learning of L2.

17. Glottodidattica • Comprehensible Input • This is a hypothesis first introduced by Stephen • Krashen. • He considered ELLs acquire language by hearing • and understanding messages that are above their • current English level.

18. Glottodidattica • When new students go to a typical • classroom spending most of the day in this • place, it is essential for them to receive • comprehensive input from their teachers and • classmates.

19. Glottodidattica • Comprehensible Output • Learners need opportunities to practice • language at their level of English language • competency. This practice with English • speaking peers is called comprehensible • output.

20. Glottodidattica • Cooperative learning groups are a way for • learners of English to receive a lot of input • and output. • This is because: • A small group allows more comprehensible input because the teacher or classmates modify or adapt the message to the listener’s needs.

21. Glottodidattica • 2. Speakers can more easily check the • understanding of the listener. • 3. There is more opportunity for oral practice • and for repetition of content information. • 4. Student talk in this small group is • centered on what is actually happening at • the moment as the task is completed, and • feedback is immediate.

22. Glottodidattica • SOCIAL ASPECTS OF INTERLANGUAGE • There are three different approaches to integrate a social perspective on the study of L2 acquisition. • The first considers interlanguage as consisting of different conditions of language use. • The second concerns how social factors determine the input that learners use to construct their interlanguage. • The third considers how the social identities that learners negotiate in their interactions with native speakers form their opportunities to speak and learn an L2.