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BRIDGING THE GAP: Part 2
CPR – Avilés
2011 – 2012
2. Fluency vs. Complexity

     “She is perfectly
 fluent in awful English”
                            Lita Lessa
Fluency

 The ability to produce                To foster complexity
  language with ease.
 The ability to speak with a       Opportunities for
  good, but not necessarily         “restructuring” * should be
  perfect command of                present through addressing
  intonation, vocabulary ,          language prior, during and
  syntax and grammar.               after completing the activity
 The ability to express ideas
  coherently
 The ability to use continuous   * ”restructuring” = accommodation
                                    of intake to fit in with the
  speech without causing
                                    existing data (adapted from Van
  comprehension difficulties,
                                    Patten, 1993)
  with minimum breakdowns
  and disruptions
Addressing language ...
... prior               ... during              ... after the activity


Pre-teaching linguistic Participation (dyads)   Public performance
forms
                        Resources (materials    Repeat performance
Reducing complexity     to carry out the
of activity (rehearsal/ activity)               Other performance
sample)                                         (other more advanced
                        Procedure (subtasks)    ss doing the same)
Allowing for time to
plan                    Order (sequencing)

                        Product (written/
                        spoken
3. Vocabulary Range

Some interesting figures
• Lower-intermediate
               3,000 words min.
• Receptive threshold intermediate
               5,000-6,000 words
• First-year university materials
               10,000 words
Short-term         Long-term Memory


              • Guided discovery
           • Contextual guesswork
           • Monolingual dictionary
    (learning strategy + learner autonomy)
                 • Collocations
COLLOCATIONS
          CHANCE

        OCCASION

    OPPORTUNITY

       POSSIBILITY


Source: Unit 10, p.101 Complete CAE (Brook-Hart, G. And
                                 Haines, S., 2009, CUP.)
4. Natural Speech

    Conversational
   routines and fixed
      expressions
Where might these occur
and what is their function?
•This one’s on me           •I’ll be making a move
•It was lovely to see you   then
•Thanks for coming          •I see what you mean
•I don’t believe a word     •Let me think about it
of it                       •Just looking, thanks
•I don't get the point      •I’ll be with you in a
•You look great today       minute
•As I was saying            •It doesn’t matter
5. Fossilized language errors

 More frequent in
 programmes where
 fluency is developed at
 the expense of accuracy
                  (Higgs & Clifford, 1982)
Explicit
                     treatment of
                       grammar




Noticing                                    Focus on form




    Comprehensible
                                    Restructuring
       output
Making informed decisions
• But first choose words you don’t know form the
  box and decide which you find useful for the topic
• Then read this info about dyslexia and fill in the
  blanks
• Now focus on content, make a list of the things you
  agree with and another with what you disagree
  with
• Analyse the source and compare the styles (more
  or less formal/ more or less conversational)
• Spot and highlight any other interesting words or
  expressions that you don’t normally use
COMPREHENSIBLE OUTPUT
DEBATE

Group A: In favour of catering for dyslexic
 learners in the school context

Group B: “Dyslexia doesn’t exist and if it did it’s
 not the teacher’s problem”

                    Smile you are being recorded   
To recap: Aim of each activity
                            RESTRUCTURING
P   NOTICING                       Key vocabulary to speak about Foreign
                                   Language Learning
    NOTICING                       Natural English expressions and input
                                   info about English spelling reform
                                   triggering off concept of Dyslexia
    COMPREHENSIBLE OUTPUT          Dialogue using expressions
    VOCABULARY RANGE               Vocabulary: collocations to express
                                   possibility
    NATURAL ENGLISH                Explain the use of these expressions
    VOCABULARY RANGE               Reading texts, input on content to raise
                                   awareness/ awaken opinions
D   COMPREHENSIBLE OUTPUT          Recorded debate
A   NOTICING – FOSSILIZED ERRORS   Watch recording
• Expand their grammatical competence, including acquiring new
C     ways of using known forms, as well as adding more complex
o     language resources to their linguistic repertoire.
    • Become more fluent and accurate language users.
n   • Develop the capacity to monitor their own language use as well
      as that of others, and to notice the gap between their
c     productive

l     competence and those of more advanced language users.
    • Continue to develop their vocabulary, particularly at the 5,000
u     to
      6,000 word range.
s   • Develop a greater awareness of and familiarity with patterns of
      lexical collocation.
i   • Master the use of conversational routines and other means
o     of participating actively in conversation and other forms of
      spoken discourse.
n   • Further develop their proficiency in listening, reading, and
      writing.
“Everyone is a genius;
but if you judge a fish
on its ability to climb a
tree, it will live its
whole life believing that
it’s stupid.”
             Albert Einstein
Thank you
for coming

CU nxt Wed

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Bridging the gap part 2

  • 1. BRIDGING THE GAP: Part 2 CPR – Avilés 2011 – 2012
  • 2. 2. Fluency vs. Complexity “She is perfectly fluent in awful English” Lita Lessa
  • 3. Fluency  The ability to produce To foster complexity language with ease.  The ability to speak with a Opportunities for good, but not necessarily “restructuring” * should be perfect command of present through addressing intonation, vocabulary , language prior, during and syntax and grammar. after completing the activity  The ability to express ideas coherently  The ability to use continuous * ”restructuring” = accommodation of intake to fit in with the speech without causing existing data (adapted from Van comprehension difficulties, Patten, 1993) with minimum breakdowns and disruptions
  • 4. Addressing language ... ... prior ... during ... after the activity Pre-teaching linguistic Participation (dyads) Public performance forms Resources (materials Repeat performance Reducing complexity to carry out the of activity (rehearsal/ activity) Other performance sample) (other more advanced Procedure (subtasks) ss doing the same) Allowing for time to plan Order (sequencing) Product (written/ spoken
  • 5. 3. Vocabulary Range Some interesting figures • Lower-intermediate  3,000 words min. • Receptive threshold intermediate  5,000-6,000 words • First-year university materials  10,000 words
  • 6. Short-term Long-term Memory • Guided discovery • Contextual guesswork • Monolingual dictionary (learning strategy + learner autonomy) • Collocations
  • 7. COLLOCATIONS CHANCE OCCASION OPPORTUNITY POSSIBILITY Source: Unit 10, p.101 Complete CAE (Brook-Hart, G. And Haines, S., 2009, CUP.)
  • 8. 4. Natural Speech Conversational routines and fixed expressions
  • 9. Where might these occur and what is their function? •This one’s on me •I’ll be making a move •It was lovely to see you then •Thanks for coming •I see what you mean •I don’t believe a word •Let me think about it of it •Just looking, thanks •I don't get the point •I’ll be with you in a •You look great today minute •As I was saying •It doesn’t matter
  • 10. 5. Fossilized language errors More frequent in programmes where fluency is developed at the expense of accuracy (Higgs & Clifford, 1982)
  • 11. Explicit treatment of grammar Noticing Focus on form Comprehensible Restructuring output
  • 12. Making informed decisions • But first choose words you don’t know form the box and decide which you find useful for the topic • Then read this info about dyslexia and fill in the blanks • Now focus on content, make a list of the things you agree with and another with what you disagree with • Analyse the source and compare the styles (more or less formal/ more or less conversational) • Spot and highlight any other interesting words or expressions that you don’t normally use
  • 13. COMPREHENSIBLE OUTPUT DEBATE Group A: In favour of catering for dyslexic learners in the school context Group B: “Dyslexia doesn’t exist and if it did it’s not the teacher’s problem” Smile you are being recorded 
  • 14. To recap: Aim of each activity RESTRUCTURING P NOTICING Key vocabulary to speak about Foreign Language Learning NOTICING Natural English expressions and input info about English spelling reform triggering off concept of Dyslexia COMPREHENSIBLE OUTPUT Dialogue using expressions VOCABULARY RANGE Vocabulary: collocations to express possibility NATURAL ENGLISH Explain the use of these expressions VOCABULARY RANGE Reading texts, input on content to raise awareness/ awaken opinions D COMPREHENSIBLE OUTPUT Recorded debate A NOTICING – FOSSILIZED ERRORS Watch recording
  • 15. • Expand their grammatical competence, including acquiring new C ways of using known forms, as well as adding more complex o language resources to their linguistic repertoire. • Become more fluent and accurate language users. n • Develop the capacity to monitor their own language use as well as that of others, and to notice the gap between their c productive l competence and those of more advanced language users. • Continue to develop their vocabulary, particularly at the 5,000 u to 6,000 word range. s • Develop a greater awareness of and familiarity with patterns of lexical collocation. i • Master the use of conversational routines and other means o of participating actively in conversation and other forms of spoken discourse. n • Further develop their proficiency in listening, reading, and writing.
  • 16. “Everyone is a genius; but if you judge a fish on its ability to climb a tree, it will live its whole life believing that it’s stupid.” Albert Einstein