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John+field+presentation

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Neil McMahon
Neil McMahon
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[object Object],[object Object],[object Object]
The Comprehension Approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teaching not testing ,[object Object]
Concerns about the Comprehension Approach ,[object Object],[object Object],[object Object],[object Object],[object Object]
A partial solution: a diagnostic approach ,[object Object],[object Object],[object Object],[object Object]
A more radical solution (Field 1998) ,[object Object],[object Object],[object Object],[object Object]
Field (2008):A process approach ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A process approach assumes: ,[object Object],[object Object]
A process approach distinguishes … ,[object Object],[object Object],[object Object]
A process approach: 3 strands ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
1. Expose : Understand the input (Brown, 1990) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Variability of speech ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Implications for teaching ,[object Object],[object Object],[object Object]
Focused practice in L2 input ,[object Object],[object Object],[object Object]
Weak form decoding exercise ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
2. Model: Emulate expert processing ,[object Object],[object Object],[object Object]
Questions about L1 processes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
An approximate process ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The expert listener versus the novice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do expert listeners recognise grammar patterns? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Exercise types (Field: Listening in Language Classroom, Chap 12) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Dealing with unknown words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Unfamiliar words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
New word or known? Exercise types (Field: Listening in the Language Classroom, Chap 12) ,[object Object],[object Object],[object Object],[object Object],[object Object]
3. Enable. Short term techniques ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Explicit teaching of listening strategies ,[object Object],[object Object],[object Object],[object Object]
Problems of explicit teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A task-based approach to strategies (Field 2000) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A role for the comprehension approach ,[object Object],[object Object],[object Object],[object Object]
Summary: A process approach to listening… ,[object Object],[object Object],[object Object],[object Object],[object Object]
A long-term process programme must also allow for strategy instruction ,[object Object],[object Object],[object Object],[object Object],[object Object]
References ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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John+field+presentation

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