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The Role of Language Practice

               Olga Goncharova

       CELTA, DELTA, COLT, Cambridge Examiner
       CELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL)




                                                               © BKC-IH Moscow Teacher Training Centre 2012
Fluency vs Accuracy

• Accuracy is …
• Fluency is …
… an ability to speak idiomatically and accurately, without
   undue pausing, without an intrusive accent, and in a
   manner appropriate to the context.
Fluency is an ability to
• Select utterances appropriately (knowing what to say, to
   whom and when)
• Produce these utterances (rapidly and smoothly, without
   much hesitation)
                                         © BKC-IH Moscow Teacher Training Centre 2012
Types of practice


• Mechanical
• Contextualised
• Communicative



                           © BKC-IH Moscow Teacher Training Centre 2012
© BKC-IH Moscow Teacher Training Centre 2012
What they have in common

• A specific grammatical feature is isolated for focused
  attention (target language)
• Learners produce sentences with the target language
• Learners repeat the target language
• Expectancy that learners will produce the target
  language correctly. Therefore, practice activities are
  “success oriented”
• Learners receive feedback on accuracy, either immediate
  or delayed
                                        © BKC-IH Moscow Teacher Training Centre 2012
The Habit Loop

                   Routine




Cue   click                                               Reward



                               © BKC-IH Moscow Teacher Training Centre 2012
Criteria for Creative
           Automatisation
 genuinely communicative, i.e. task related, not just for
  the sake of saying smth

 psychologically authentic, natural

 formulaic (short, memorizable, multi-situational)

 focused (one or few functions)

 inherently repetitive

                                          © BKC-IH Moscow Teacher Training Centre 2012
Examples of situations where
    repetition is authentic
• Calling an appliance store to practise the structure
  “something needs V-ing”
• A party in a redecorated apartment to practise I've had
  the walls painted
• Speed dating to practise I like/ I don’t like
• “Lost umbrella” to practise What does it look like?
• “You look different” to practise I’ve had my hair dyed
• Thanksgiving to practice Thank you for V-ing

                                         © BKC-IH Moscow Teacher Training Centre 2012
I’ve never …              live
                          be
                          eat
                          drink
                          have
                           learn
                           work
                            see
I’m getting/ feeling ….
                              © BKC-IH Moscow Teacher Training Centre 2012
© BKC-IH Moscow Teacher Training Centre 2012
Examples of activities to promote
     creative automatisation

• Jazz chants/ creating chants (I’ve never…)
• When I am 64. (Will you still…?)
• When I am an old woman I shall wear purple. (future
  forms)
• Pictures on the wall (he’s going to … They might have..)
• Class photo (prepositions of place)
• What’s my job? (Do you have to…?)
• What kind of animal am I? (Do you have..? Can you..?)


                                        © BKC-IH Moscow Teacher Training Centre 2012
Acknowledgement

• Grammar teaching – Practice or Consciousness Raising?
  by Rod Ellis
• Addressing the grammar gap in task work by J.C.Richards
• An A-Z of EFL by S.Thornbury
• Teaching grammar in Second Language Classroom by
  H.Nassaji & S.Fotos
• The Power of Habit by Ch.Duhigg


                                        © BKC-IH Moscow Teacher Training Centre 2012
Thank you!

         © BKC-IH Moscow Teacher Training Centre 2012
BKC-IH Teacher Training Centre

    E-mail: t-training@bkc.ru
       Tel: (495) 2340314
          www.bkc.ru

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The role of language practice

  • 1. The Role of Language Practice Olga Goncharova CELTA, DELTA, COLT, Cambridge Examiner CELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL) © BKC-IH Moscow Teacher Training Centre 2012
  • 2. Fluency vs Accuracy • Accuracy is … • Fluency is … … an ability to speak idiomatically and accurately, without undue pausing, without an intrusive accent, and in a manner appropriate to the context. Fluency is an ability to • Select utterances appropriately (knowing what to say, to whom and when) • Produce these utterances (rapidly and smoothly, without much hesitation) © BKC-IH Moscow Teacher Training Centre 2012
  • 3. Types of practice • Mechanical • Contextualised • Communicative © BKC-IH Moscow Teacher Training Centre 2012
  • 4. © BKC-IH Moscow Teacher Training Centre 2012
  • 5. What they have in common • A specific grammatical feature is isolated for focused attention (target language) • Learners produce sentences with the target language • Learners repeat the target language • Expectancy that learners will produce the target language correctly. Therefore, practice activities are “success oriented” • Learners receive feedback on accuracy, either immediate or delayed © BKC-IH Moscow Teacher Training Centre 2012
  • 6. The Habit Loop Routine Cue click Reward © BKC-IH Moscow Teacher Training Centre 2012
  • 7. Criteria for Creative Automatisation  genuinely communicative, i.e. task related, not just for the sake of saying smth  psychologically authentic, natural  formulaic (short, memorizable, multi-situational)  focused (one or few functions)  inherently repetitive © BKC-IH Moscow Teacher Training Centre 2012
  • 8. Examples of situations where repetition is authentic • Calling an appliance store to practise the structure “something needs V-ing” • A party in a redecorated apartment to practise I've had the walls painted • Speed dating to practise I like/ I don’t like • “Lost umbrella” to practise What does it look like? • “You look different” to practise I’ve had my hair dyed • Thanksgiving to practice Thank you for V-ing © BKC-IH Moscow Teacher Training Centre 2012
  • 9. I’ve never … live be eat drink have learn work see I’m getting/ feeling …. © BKC-IH Moscow Teacher Training Centre 2012
  • 10. © BKC-IH Moscow Teacher Training Centre 2012
  • 11. Examples of activities to promote creative automatisation • Jazz chants/ creating chants (I’ve never…) • When I am 64. (Will you still…?) • When I am an old woman I shall wear purple. (future forms) • Pictures on the wall (he’s going to … They might have..) • Class photo (prepositions of place) • What’s my job? (Do you have to…?) • What kind of animal am I? (Do you have..? Can you..?) © BKC-IH Moscow Teacher Training Centre 2012
  • 12. Acknowledgement • Grammar teaching – Practice or Consciousness Raising? by Rod Ellis • Addressing the grammar gap in task work by J.C.Richards • An A-Z of EFL by S.Thornbury • Teaching grammar in Second Language Classroom by H.Nassaji & S.Fotos • The Power of Habit by Ch.Duhigg © BKC-IH Moscow Teacher Training Centre 2012
  • 13. Thank you! © BKC-IH Moscow Teacher Training Centre 2012
  • 14. BKC-IH Teacher Training Centre E-mail: t-training@bkc.ru Tel: (495) 2340314 www.bkc.ru