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Language learning research
via youtube.com An interesting, and I believe insightful, look at language learning research. Not to say that all the research is useless but there is a tendency in academia to focus on ...
Spector-Cohen - Integrating Performance Assessment in the EAP Classroom (I-TESL-J)
assessmentrequires students to perform or produce something using real-worldcontexts and simulations, focusing on processes as well as products
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assessment
requires students to perform or produce something using real-world
contexts and simulations, focusing on processes as well as products -
underlying principles
include small-group learning, shared goals and outcomes, cooperative
behavior; mutual goals and positive interdependence as well as
individual accountability - 2 more annotations...
Effortless English: AN EFFORTLESS ACQUISITION CURRICULUM
The Natural Approach (Krashen, 1985) provides the theoretical underpinnings of the Effortless Acquisition curriculum.
1. Languages are learned through comprehensible (understood) input.
2. Comprehensible input is language which is just a little ab
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WU WEI
The effortless acquisition curriculum attempts to follow the Taoist concept of “wu wei”, which can roughly be translated as “not forcing”, “not strivng”, or “effortless effort”. Wu wei hints at an approach that is akin to going with the grain rather than against it. It is action in accord with nature.
Alan Watts uses the metaphor of piloting a boat to illustrate the difference between wu wei and the standard approach of striving. When piloting a boat, one might choose to row. This is a tried and true means of getting from point A to point B in a boat. It requires a huge expenditure of energy and effort, but eventually it does work. However, the wise pilot will raise a sail instead of rowing. By using the wind, by adjusting his sail to it and tacking when necessary, the sailor goes much farther much faster with much less effort. Without doubt, sailing is a much lazier way of piloting a boat. It is also incredibly more effective and efficient.
The metaphor is equally applicable to language teaching. Yes, it is possible to achieve proficiency in a foreign language through grammar-translation, drills, memorizing vocabulary, and analysis. But this is akin to rowing. It requires a tremendous amount of mental effort. Also, most people find these activities to be boring, difficult, and tedious. Effortless Acquisition is a means of sailing to language proficiency. Without a doubt, it is a much lazier way of studying and teaching a language. It is also incredibly more effective and efficient, as a mountain of research shows. Furthermore, most students (and teachers) find the approach fun, interesting, and enjoyable.
- pantekoeka on 2007-02-23
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The Focused Rewrite Technique:
Effortless Acquisition relies on the Focused Rewrite technique to teach writing. An important point is that writing is not taught until students have demonstrated good listening and reading skills. Students write a short essay on a topic of their choosing. By choosing their own topic, students are able to write about subjects which are important to them. Once finished, students present their essay to the instructor. Then the focused rewrite process begins -
nteractive Reading:
The Interactive Reading technique is a research proven technique for rapidly improving students’ general reading proficiency, as well as general English ability. The technique uses student-chosen passages. It is a group activity in which the class, guided by the teacher, explores an authentic text together (Hastings, 2004). - 19 more annotations...
Stephen Krashen - Wikipedia, the free encyclopedia
Stephen Krashen, professor emeritus at theUniversity of Southern California, is a highly acclaimed linguist, educational researcher and activist. Krashen is best known for his contributions to the fields ofsecond language acquisition(SLA),bilingual educ
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Krashen believes that language learners must build on their knowledge through processing language at a level slightly beyond their ability: 'current competence + 1' (i +1).[1] This is also known as instructional scaffolding.
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One of Krashen's most important ideas is that in order for a learner to acquire a language, he must be exposed to 'comprehensible input' which is roughly tuned to a level slightly higher than he can himself produce. He distinguishes this from 'learned' language. 'Acquisition' occurs in communicative situations in the 'real world'. 'Acquired' knowledge is readily available to communicate meaning. 'Learning' occurs through formal training (the classroom); it cannot be used to communicate meaning. Instead, it monitors the grammatical use of 'acquired' language knowledge.
- 1 more annotations...
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