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Dr. Larsen-Freeman received her PhD. from the University of Michigan. She later returned to her alma mater to become the director of the English Language Institute. She has authored eight books and focuses her research and attention on the processes of second language acquisition.

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What practices, exercises, activities do you all implement in your classrooms that seem to interest students?

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Think of affordances rather than input. Input suggests a one-way action from the environment to the learner, while affordances is a relationship between the learner and the environment. Think about a leaf on the forest floor. That leaf is a part of the environment, but it can offer insects, food, shelter, etc. This one leaf provides different opportunities for different organisms in the environment. In other words, teaching does not cause learning. Learners make their own paths.

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This is the understanding that speakers of any language comprehend innumerable amounts of lexical, grammatical units. These units serve different purposes. For example, to say, "Speaking of Benedict Cumberbatch," suggests to the speaker that the topic is about to transition to another unrelated conversation.
The likelihood of students  successfully retaining this new information will be if we use iterative activities around lexical grammatical constructions. Idea to create situation where some of these particular patterns occur frequently in a meaningful way.

For example in English, "X needs 'verbing'" such as "My car needs cleaning." That phrase is very straight forward where there is little room to change out words. So, a good way to utilize this is to try to think of a situation where that vocabulary is used often. We could have students call up a service station in order to change the oil, tires, etc. That operator connects you to someone in that specific department where the students have to repeat that information again. The repetition of this could help the acquisition and learning of the phrases and words from the grammatical pattern.

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Grammar as Product vs. Grammar as Process

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Grammar as Product vs. Grammar as Process

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.This is basically the "quality and quantity" effect that connects the dichotomy. If we focus primarily on just throwing darts at the board, we lose interest by simply going through the motions. However, if we hone in on our students' language skills from a practical approach, students will be more apt to pay attention and participate. Bullseye!!  We can achieve this by planning activities that are recursive and iterative, activities where students revisit similar, language territory but not identical territory.

For example- 4,3,2 technique which learners pair up and exchange stories for 4 minutes each. Then, students find another partner and tell their stories in 3 minutes each, and so on. The study showed that the students became more fluent because they have less time to tell the same story. With the same token, the students become more grammatical in their use, possibly, because their cognitive resources are freed up to focus on the form. Now that they have meaning, the things that they want to say in their story become clear. Not repetitive nor recycling – true iteration is transformative in the moment and not recycling. This is could be good for students that are struggling with some sort of grammar problem. It gives students more chances to perfect the mistake that he or she is doing in order to execute language acquisition.

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Two things having opposite meanings.

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Coined by Alfred North Whitehead, this term relates the problem encountered by language learners discovering a new concept in the classroom that they cannot later use for their own purposes outside of the classroom or in other lessons.

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A study of complex, dynamic, and adaptive systems. It is a holistic theory and encourages us to look for connections.
Looking for what connects the two members of a pair is one practice that a complexity theory perspective encourages.

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Diane Larsen-Freeman was reading a book by James Gleick, a science writer. He mentioned “The act of playing the game has a way of changing the rules “  which piqued her interest. He was not talking about linguistics but about the non-linearity of phenomena. At the same time, Larsen-Freeman was also contemplating on the inert language problem that she had seen many students encounter.

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Larsen_Freeman, Diane | University of Michigan School of Education http://www.soe.umich.edu/people/profile/diane_larsen-freeman/
[TESOLacademic] (2015, May 6.)Prof. Larsen-Freeman talks about complexity theory its implications for TESOL.[Video File] retrieved from https://youtu.be/ZqQi5de6bxU
[Oxford University Press ELT](2016, May 10) Complex, not complicated: diane larsen-freeman on complexity theory in applied linguistics (part 1)[Video File]. Retrieved from
https://youtu.be/SX_ItiZfUOQ
[Oxford University Press ELT](2016, May 10) Complex, not complicated: diane larsen-freeman on complexity theory in applied linguistics (part 2)[Video File]. Retrieved from
https://youtu.be/xTDIxDEHpB8
[Oxford University Press ELT](2016, May 10) Complex, not complicated: diane larsen-freeman on complexity theory in applied linguistics (part 3)[Video File]. Retrieved from
https://youtu.be/IhigaLxsYtU