https://padlet.com/daovanphungphd/mrdwfth2douz Activity 1: Six teaching proposals en-us 2017-06-08 14:57:18 UTC 2025-11-02 15:19:46 UTC hello@padlet.com https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175759734 1. Get it right from the beginning: 
-grammar translation (students learned about the language) approach and  audio-lingual method (lead students to actually speak the language)
-mostly second and  EFL 
- teachers avoid letting beginning learners speak freely out of concern that it would allow them to make errors  which then will become habits (prevent the bad habits before they happen= Get it right from the beginning). 

2. Just listen and read:
-learners being exposed to comprehensible input through listening and/or reading.
-do not need to produce language in order to learn it they need to get input from others by speaking to them. 
-Hear and read to understand the target language. 

3. Let's talk:
-importance of both comprehensible input and conversational interaction with teacher and other students 
-opportunity to interact= negotiation for meaning 
-good for TBLT (TASK BASED LANGUAGE TEACHING)

4. Get two for one:
-content-based language teaching
-teaching of the language through the studied of the subject matter taught in the target language.
-Content and Language Integrated learning + Immersion 
-common in bilingual education programs

5. Teach what is teachable:
-based on idea that somethings can be taught successfully or not through extensive or intensive teaching
-some linguistic structures (Basic word order) have a predictable developmental path= developmental features
-students may produce certain structures after being taught something but will stop using them later because they are not integrated into their interlanguage system this is based in part on learners ability to notice and remember stream of speech they hear. 
-individual vocab items can be taught at any time: factors= motivation, identity, aptitude, time

6. Get it right in the end:
-form focused instruction 
-pronunciation to vocab and grammar acquired naturally= exposure to L2 and motivation 
-comprehension based, content based, task based + other meaning focused instruction= crucial for language learning  BUT they'll be more successful through form focused. 
-Ss readiness and developmental stage must be taken into account. 
-Things needs to be explicitly taught 

]]> 2017-06-08 16:09:48 UTC https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175759734 https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175759894 1- Get it right from the beginning
Audio-lingual approach = leads to students to actually speak the L, Grammar translation, help students read literature rather than to develop fluency in spoken language, prevent bad L habits to develop.

2- Just listen...and read
Students are learning target L by listening to discs/reading books, no teacher intervention for errors, focus on comprehension and noticing L forms in input, controversial because it suggest that L2 learners don't need to produce the L to learn it.

3- Let's talk
Important for the students to have access to both comprehensible input and conversational interactions with teachers and peers, interaction = negotiation of meaning etc., task-based instructions,

4- Get 2 for 1
Content-based instructions, students end up acquiring the L2 as they study the actual subject matter (and the L at same time), bilingual/immersion etc.
 
5- Teach what is teachable
Quality of instructions & time given to them affects the learning/result, some things can be taught successfully but others can remain unacquired no matter the extensive/intensive teaching, variational features can be taught at any given time.

6- Get it right in the end
L features will be acquired if learners are exposed enough & motivated enough, important role for form-focused instruction but don't assume that everything has to taught, corrective feedback within communicative L2 pograms

]]> 2017-06-08 16:10:50 UTC https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175759894 https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175761497 1: Get it right from the beginning 
-Grammar translation approach
-Help Ss read literature rather than fluency
-T draws attention to grammar rule, Ss then practice it. 
-decontextualized practice
-ALM 

2: Just listen ... and read:
-Language acquisition occurs when learners are exposed to comprehensible input through listen/reading. 
-Listening/reading comprehension activities.
-Comprehensible input (Krashen)

3: Let's talk
-Important that Ss have access to both comprehensible input and conversational interactions with the teacher and other students.
-Negotiation for meaning.

4: Get 2 for 1
-Ss acquire L2 through leaning the subject matter content and learning the language at the same time. 
(immersion programs, the content and language integrated learning - CLIL).

5. Teach what is teachable
-Some things can be taught successfully whereas some things remain unacquired (through extensive or intensive teaching).

6- Get it right in the end
-Recognize an important role for focused-form instruction.
-Pronunciation to vocabulary and grammar can be acquired naturally through adequate exposure to the language and motivation. 
input/output/feedback]]> 2017-06-08 16:20:53 UTC https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175761497 https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175764310 1-"Get it right from the beginning": 
-Grammar translation (using authentic materials)
-Focus on understanding grammar rules but uses decontextualized practice.
-ALM
-Focus on speaking and imitation through drills. No meaningful use of language.
-No promotion of spontaneous speech in case of student-made errors (which were seen as transmittable and a way to form "bad habits"
-No regard to grammar
Accuracy > Fluency

2-"Just listen...and read":
-Comprehensible Input (Krashen); no need for production; hearing, reading, and understanding is enough to learn the language; Ss are given native-speaker input
-A lot of guessing the meaning of new vocabulary based on cognates and visuals.
-Use of input flooding (frequency), enhanced input (saliency), and processing instruction-->Forced noticing
-No explicit teaching, no corrective feedback

3-"Let's talk":
-Interaction Hypothesis (negotiation for meaning)
-Comprehensible Input + a need to speak
-Genuine exchanges of information
-Corrective feedback helps Ss make connections between form and meaning

4-"Get 2 for 1":
(content-based teaching)
-Immersion classes
-Assumption that both academic and linguistic skills will grow together
-No negotiation for meaning because teachers and other students often share the same L1 so their interlanguage is understood.
-Value of L1: when L1 is valued, noticed, and integrated, students do better
-Restricted use to classroom context (for example, "vous" was never learned for social distancing because it was not needed)

5-"Teach what is teachable":
(Processability Theory; Developmental Features)
-Based on students' readiness to notice and learn certain grammatical features
-Limited research on developmental sequences of acquisition of linguistic features
-Teachers have to assess students' level and teach what comes next in development
-Students cannot be taught what they are not developmentally ready to learn.
-Need for corrective feedback and scaffolding.

6-"Get it right in the end":
-Form-focused instruction
-Focus on meaning AND form
-eclectic way of teaching
-students need to see their language gaps with their target language (depending on the situation and grammatical feature, students might need communicative practice, form-focused practice, structured instruction, etc.)
-A need for many opportunities to interact and deeply acquire grammatical knowledge
-Focused instruction helps notice the target feature
-Explicit Instruction + Guided Practice + Peer & Teaching Feedback]]> 2017-06-08 16:38:59 UTC https://padlet.com/daovanphungphd/mrdwfth2douz/wish/175764310