1. Welcome MAT 2012-2013 Cohort Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

2. Class Two Lesson Plan Goal: ▫To learn about the role of contextualized input/output and interaction in language learning

3. Class Two Lesson Plan Standards Addressed ▫ACTFL Teacher Education  Standard 3: Language Acquisition Theories & Instructional Practices ▫CIED Scholar-Practitioner Tenets  Tenet One: One who accesses, uses, and/or generates knowledge

4. Class Two Lesson Plan Outcomes Students collaborate to correctly complete formative assessments for Chapter One information Objectives: SWBAT… to analyze conversation sample by collaborating in pairs to identify IC elements and in small groups to review terminology

5. Class Two Lesson Plan Essential Skills ▫Vocabulary for second language acquisition ▫Elements to identify parts of instructional conversations

6. Class Two Lesson Plan Assessments ▫Formative—Analysis of language sample using Instructional Conversation categories ▫Formative—Terminology Activity

7. Class Two Lesson Plan Instructional Strategies ▫Bellringer—pair work on terminology ▫PPT—Lesson Plan / Key points ▫Pair Work—Think, Pair, Share for IC

8. Class Two Lesson Plan Resources ▫Handouts ▫Matching cards ▫PPT ▫Website Homework Read Chapter Two Read Judith Baker article

9. Chapter One Key Points SLA: 1970s to investigate the nature of language learning in order to help language instructors shape classroom practice and the profession debate how learners acquire language. Debate: Language learning is an individual (cognitive) achievement vs. Language learning is a collaborative (social) achievement

10. An Individual Achievement Behaviorism (1940s-50s: Skinner): S-R Imitate / practice / reinforce Communicative Competence (1960s—present: Chomsky): Innatist/Nativist ▫LAD / UG / Competence / Performance / meaningful input

11. An Individual Achievement Communicative Competence (Celce-Murcia, Dörnyei, & Thurrell, 1995) Discourse competence Sociocultural competence Linguistic competence Actional competence Strategic competence

12. An Individual Achievement Krashen’s Input Hypothesis (1982) ▫Monitor Model  Acquisition-learning hypothesis  Monitor hypothesis  Natural order hypothesis  Input hypothesis  Affective filter hypothesis

13. An Individual Achievement Terrell (1986) “ binding” Van Patten (2004) Input processing Performance variability Interlanguage Theory (Selinker, 1974) Long’s Interaction Hypothesis (1983) Swain’s Output Hypothesis (1985)

14. A Collaborative Achievement Vygotsky (1978): ▫learning precedes and contributes to development ▫Language performance with others exceeds what learner can do alone ▫ZPD—distance between actual developmental level and potential developmental level  Expert and novice work together  Transforms individual knowledge of task & understanding of each other  Reciprocal learning

15. A Collaborative Achievement Vygotsky: ▫Scaffolding  Enlists learner’s interest  Simplifies task  Keeps learner motivated and on task  Highlights relevant features & points out discrepancies  Reduces stress  Models idealized form of task

16. A Collaborative Achievement Mediation tools ▫Textbook ▫Visuals ▫Classroom discourse ▫L2 interaction ▫Direct instruction ▫Teacher assistance ▫Self-talk (Ellis, 1997) aka private talk (Vygotsky) ▫Language play (Lantoff, 1997) ▫Ludic play (Broner & Tarone, 2001)

17. A Collaborative Achievement Interactional Competence (Mehan, 1979; Hall, 1995) ▫Input must occur within meaningful contexts & situated within real communication for SLA to occur.  Establish topic (frame rhetorical structure)  Omit known information (ellipses  Relate lexical items (referents)  Use expressive reactions, questions to advance topic, ask for explanation or extension, or transition to new topic

18. A Collaborative Achievement Affect and Motivation (Dulay & Burt, 1997) ▫Affective Filter Hypothesis  Characteristics: effect on motivation, anxiety levels, and attitude  Motivation influenced by personality factors Krashen (1982) ▫For acquisition to occur, learners need to be motivated, confident, and have a low level of anxiety.

19. A Collaborative Achievement Dörnyei & Skehan (2003) ▫Define motivation as the  Choice of action  Persistence on the action  Effort expended on the action Gardner (1985) ▫Individual motivation is  Instrumental—get a job / get a grade  Integrative—talk to native speakers/ fit in