Professional Documents
Culture Documents
in the FL Classroom
-language
-communication skills
-socio-cultural functions
-target culture
Which variety do we teach?
-standard
-conversational/colloquial
-academic
-literary
III. Heritage v. Non-heritage
classrooms
Some differences
background
resources
environment
motivation
(varying) proficiency
knowledge of the target culture
Heritage v. Non-heritage L2
classrooms
Some similarities
need for production practice
need to focus on literacy
need for accuracy
VI. Settings for language learning
Natural acquisition Traditional instructional Communicative
contexts settings instructional settings
(grammar-translation or (content-based or
audiolingual) task-based)
- The learner is exposed - The language is being - The language is being
to the TL at work or in taught to a group of L2 or taught to a group of L2 or
social interaction. FL learners. FL learners.
- If the learner is a child, - The focus is on the - The focus is on leading
s/he is in a school language itself, rather than learners to use the TL in a
situation where most of on the use of the TL for variety of contexts, rather
the other children are communicative interaction. than on teaching specific
native speakers of the TL - The instructional goal is features of TL.
and the instruction is for students to learn the - The goal is for students to
directed toward native vocabulary and grammar develop their ability to get
speakers. of the TL. things done in the TL.
Settings for language learning
Characteristics Natural Traditional Communicative
acquisition instruction instruction
Error correction - ++ -/+
2. Negotiating meaning
Learners produce more quantity and greater variety of
speech and language function in learner centered activities
Modified interaction leads to higher levels of comprehension
than modified input
Five influential ideas in L2 teaching
3. Input processing
TPR gives learners a good start
Comprehensible input is effective in learners’ development of
comprehension skills, fluency and confidence in the TL but not
enough to bring them to high levels of accuracy
Input flood help learners add something new to their interlanguage
Enhanced input makes little difference
Learners who received comprehension-based processing instruction
achieved higher levels of performance on both comprehension and
production tasks than learners who did production exercises to
practice the form. ***
Input processing (explicit focus on form within input-based instruction)
shows better comprehension practice over production practice
Five influential ideas in L2 teaching