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

2. 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

3. ORIGINS OF THE STUDY

4. ORIGINS OF THE STUDY

5. 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? …

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

7. 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)

8. METHODOLOGY
LOGISTICS LETTER OF CONSENT

9. METHODOLOGY
LOGISTICS BACKGROUND QUESTIONNAIRE

10. 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

11. METHODOLOGY
PRE-TASK & POST-TASK

12. 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

13. 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.

14. 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

15. 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

16. 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

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

18. 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.

19. 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

20. 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).

21. 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

22. SECOND PART OF THE RESEARCH
VIDEO RECORD PROFICIENT SPEAKER SO AS TO EXTRACT AUTHENTIC LANGUAGE ITEMS AND EXAMPLES OF NON-VERBAL COMMUNICATION
SARA AND KATE

23. 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)

24. 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.

25. SOURCES

26. QUESTIONS AND FEEDBACK
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THANK YOU!!!