EXCUSE ME, BUT I’M AFRAID I CAN’T AGREE WITH YOU BCN, CIC IDIOMES 22ND SEPT 2015 rgomez@iccic.edu rgomezcic.pbworks.com CIC IDIOMES RAQUEL GOMEZ, EFL TEACHER AND TEACHER TRAINER

WHAT ARE WE GOING TO DO? Origins of a study & the concept of CONTINUOUS PROFESSIONAL DEVELOPMENT To instruct or not to instruct Methodology: 7 hands-on sessions Initial conclusions and ideas for further research Questions, feedback & wrap-up

ORIGINS OF THE STUDY

ORIGINS OF THE STUDY

TO INSTRUCT OR NOT TO INSTRUCT? DOES INSTRUCTION IMPROVE THE LEARNERS SPEAKING PERFORMANCE? DOES IT CONTRIBUTE TO ENGLISH FORMULAE ACQUISITION? DOES IT ENHANCE PRAGMATIC COMPETENCE? …

TO INSTRUCT OR NOT TO INSTRUCT? … YES, I THINK SO

METHODOLOGY GROUPS: 3 B2 (FIRST PREPARATION) CONTROL GROUP: SARA 2 INTRUCTED GROUPS: RAQUEL AGE GROUP: TEENAGERS TO ADULTS CLASS HOURS PER WEEK: 3 SAME COURSEBOOK – Ready for First (Macmillan)

METHODOLOGY LOGISTICS LETTER OF CONSENT

METHODOLOGY LOGISTICS BACKGROUND QUESTIONNAIRE

METHODOLOGY ·PRE-TASK: Open roleplay in pairs or small groups AUDIO RECORDED & TRANSCRIPTED ·7 30-MINUTE SESSIONS: Using Macmillan, One-stop English and other on-line and visual materials ·POST-TASK: Open roleplay in pairs or small groups AUDIO RECORDED & TRANSCRIPTED

METHODOLOGY PRE-TASK & POST-TASK

METHODOLOGY 7 30-MINUTE SESSIONS INTRODUCTION: WAYS OF AGREEING AND DISAGREEING WAYS OF AGREEING AND DISAGREEING (MEMORY TEST AND INTONATION WORK) PRACTICAL WORK CONTROVERSIAL STATEMENTS OUR FAVOURITE SEVEN INTERRUPTING AND DISAGREEING POLITELY (VIDEO AND WORKSHEET) COLLABORATIVE TASK AND RECORDINGS FOR FURTHER FEEBACK – FIRST SPEAKING PAPER

METHODOLOGY 7 30-MINUTE SESSIONS INTRODUCTION: WAYS OF AGREEING AND DISAGREEING Activate students schemata and raise awareness on interrupting and disagreeing pragmatics by using some questions on different situations. They went over it in pairs and we corrected open-class.

METHODOLOGY 7 30-MINUTE SESSIONS 2. WAYS OF AGREEING AND DISAGREEING (MEMORY TEST AND INTONATION WORK – e.g. choral drill) Fill in the gaps exercise to check understanding and acquisition through controlled practice in groups and correction open-class

METHODOLOGY 7 30-MINUTE SESSIONS http://screencast.com/t/idh6tPlFRcrE 2. WAYS OF AGREEING AND DISAGREEING (MEMORY TEST AND INTONATION WORK – e.g. choral drill) Example of feedback using Jing http://screencast.com/t/idh6tPlFRcrE

METHODOLOGY 7 30-MINUTE SESSIONS 3. PRACTICAL WORK Work on stress and intonation and self correction in groups They had to use as many expressions as possible during pairwork

METHODOLOGY 7 30-MINUTE SESSIONS 4. CONTROVERSIAL STATEMENTS – FOCUS ON FLUENCY They have to use as many expressions as possible

METHODOLOGY 7 30-MINUTE SESSIONS 5. OUR FAVOURITE SEVEN – COMPETITION They choose their favorite 7 sentences (personalization and identity in L2) and they need to use them during different oral activities in class accurately; eventually, they need to “discover” each others’ sentences to promote active listening and interaction.

METHODOLOGY 7 30-MINUTE SESSIONS 6. INTERRUPTING AND DISAGREEING POLITELY (VIDEO AND WORKSHEET) Watch a video to introduce some interrupting formulae and softeners (appeal to different intelligences and different learners) and work on a dialogue from which softeners have been removed; they complete it and practice orally in pairs https://www.youtube.com/watch?v=rUGxPcfPzxQ

METHODOLOGY 7 30-MINUTE SESSIONS 7. COLLABORATIVE TASK AND RECORDINGS FOR FURTHER FEEBACK – FIRST SPEAKING PAPER Further practice using First Speaking Paper material (real-life task which promotes critical thinking).

INITIAL CONCLUSIONS AND IDEAS FOR FURTHER RESEARCH FREQUENCY OF USAGE INCREASED (EVEN IF IT SOUNDS A BIT FORCED) AWARENESS LESS EXPRESSIONS SHOULD BE USED AND MORE TIME SHOULD BE DEVOTED TO INSTRUCTION

SECOND PART OF THE RESEARCH VIDEO RECORD PROFICIENT SPEAKER SO AS TO EXTRACT AUTHENTIC LANGUAGE ITEMS AND EXAMPLES OF NON-VERBAL COMMUNICATION http://ourteachers.pbworks.com/w/page/89830298/Oral%20Exams%20Q1%202014-2015 SARA AND KATE

INITIAL CONCLUSIONS AND IDEAS FOR FURTHER RESEARCH IMMEDIATE VS. DELAYED EFFECT OF INSTRUCTION (FURTHER AHEAD IN THE COURSE) INFLUENCE OF INDIVIDUAL FACTORS SUCH AS AGE, TEACHER’S ROLE, TASK AND DATA COLLECTION STUDENTS’ PERCEPTIONS ANALYSIS (USEFULNESS OF PRAGMATICS INSTRUCTION, SELF-DEVELOPMENT, MULTIPLE INTELLIGENCES)

WRAP- UP WHAT HAVE WE DONE? We know how important CONTINUOUS PROFESSIONAL DEVELOPMENT is to avoid BURN-OUT SYNDROME We are able to choose an area of improvement on our practice and develop a study around it We have been inspired by the literature “out there”. We have an insight on how the theoretical idea of “methodology” can be put into action. We are aware of some initial conclusions and we have some ideas for further research. We are able to use this session’s ideas for our own practice.

SOURCES http://www.macmillanenglish.com/ http://www.onestopenglish.com/ http://ourteachers.pbworks.com/w/page/89830298/Oral%20Exams%20Q1%202014-2015 https://www.techsmith.com/jing.html

QUESTIONS AND FEEDBACK rgomez@iccic.edu rgomezcic.pbworks.com THANK YOU!!!