2. EXCUSE ME, BUT I’M AFRAID I CAN’T AGREE WITH YOU BCN, UB 24TH NOV 2014 RAQUEL GOMEZ, EFL TEACHER AND TRAINER rgomez@iccic.edu rgomez@iccic.edu rgomezcic.pbworks.com CIC IDIOMES

3. WHAT ARE WE GOING TO DO? Origins of the study. Júlia & Raquel’s question: TO INSTRUCT OR NOT TO INSTRUCT? Some inspiring literature. Methodology. Initial conclusions and ideas for further research. Questions, feedback & wrap-up.

4. ORIGINS OF THE STUDY

6. 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? …

7. TO INSTRUCT OR NOT TO INSTRUCT? … YES, WE THINK SO

8. INSPIRING LITERATURE · ALCÓN, E.Pragmatics & Instruction · BARDOVI-HARLIG, K. Interlanguage pragmatics · BLUM-KULKA, S.Speech acts · ELLIS, R.Classroom communication · KASPER & ROSEPragmatic development · MARTINEZ-FLOR, A.Effects of instruction · SCHMIDT, R.Communicative competence · …

9. METHODOLOGY GROUPS: 3 B2 (FIRST PREPARATION) CONTROL GROUP: SARA 2 INTRUCTED GROUPS: RAQUEL * EXTRA STUDY: 2 B2 (FIRST PREPARATION)

10. METHODOLOGY AGE GROUP: TEENAGERS TO ADULTS CLASS HOURS PER WEEK: 3 SAME COURSEBOOK * EXTRA STUDY: 4TH ESO TEENAGERS (15/16 YEAR-OLDS) 1-HOUR CLASS A WEEK WITH SARA & 1 WITH RAQUEL

11. METHODOLOGY LOGISTICS LETTER OF CONSENT

12. METHODOLOGY LOGISTICS BACKGROUND QUESTIONNAIRE

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

14. METHODOLOGY PRE-TASK& POST-TASK

15. METHODOLOGY 7 30-MINUTE SESSIONS 1.INTRODUCTION: WAYS OF AGREEING AND DISAGREEING 2.WAYS OF AGREEING AND DISAGREEING (MEMORY TEST AND INTONATION WORK) 3.PRACTICAL WORK ON CONTROVERSIAL STATEMENTS 4.OUR FAVOURITE SEVEN – COMPETITION 5.INTERRUPTING AND DISAGREEING POLITELY (VIDEO AND WORKSHEET) 6.COLLABORATIVE TASK AND RECORDINGS FOR FURTHER FEEBACK 7.MORE CONTROVERSIAL STATEMENTS – FOCUS ON FLUENCY

16. INITIAL CONCLUSIONS AND IDEAS FOR FURTHER RESEARCH INITIAL CONCLUSIONS: -FREQUENCY OF USAGE INCREASED (EVEN IF IT SOUNDS A BIT FORCED) -AWARENESS FURTHER RESEARCH: -IMMEDIATE VS. DELAYED EFFECT OF INSTRUCTION (FURTHER AHEAD IN THE COURSE) -INFLUENCE OF INDIVIDUAL FACTORS, TEACHER’S ROLE AND DATA COLLECTION

17. WRAP- UP WHAT HAVE WE DONE? We have seen the initial development of a study and we know how to create a question. 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.

18. rgomez@iccic.edu rgomezcic.pbworks.com QUESTIONS AND FEEDBACK