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Many students admit they know grammar rules but when speaking they can't help making errors. We stop making errors when language use becomes automatic, that is when we stop thinking about how to say something, but rather what to say. Although reaching this level is a long process, regular effective practice might speed it up. In this seminar we are going to try some grammar activities and discuss what makes them effective.
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The Role of Language Practice
Olga Goncharova
© BKC-IH Moscow Teacher Training Centre 2012
CELTA, DELTA, COLT, Cambridge ExaminerCELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL)
Fluency vs Accuracy
• Accuracy is …• Fluency is … … an ability to speak idiomatically and accurately, without
undue pausing, without an intrusive accent, and in a manner appropriate to the context.
Fluency is an ability to• Select utterances appropriately (knowing what to say, to
whom and when)• Produce these utterances (rapidly and smoothly, without
much hesitation)© BKC-IH Moscow Teacher Training Centre 2012
Types of practice
• Mechanical • Contextualised• Communicative
© BKC-IH Moscow Teacher Training Centre 2012
© BKC-IH Moscow Teacher Training Centre 2012
What they have in common
• A specific grammatical feature is isolated for focused attention (target language)
• Learners produce sentences with the target language• Learners repeat the target language• Expectancy that learners will produce the target
language correctly. Therefore, practice activities are “success oriented”
• Learners receive feedback on accuracy, either immediate or delayed
© BKC-IH Moscow Teacher Training Centre 2012
The Habit Loop
clickCue
Routine
Reward
© BKC-IH Moscow Teacher Training Centre 2012
Criteria for Creative Automatisation
genuinely communicative, i.e. task related, not just for the sake of saying smth
psychologically authentic, natural
formulaic (short, memorizable, multi-situational)
focused (one or few functions)
inherently repetitive
© BKC-IH Moscow Teacher Training Centre 2012
Examples of situations where repetition is authentic
• Calling an appliance store to practise the structure “something needs V-ing”
• A party in a redecorated apartment to practise I've had the walls painted
• Speed dating to practise I like/ I don’t like• “Lost umbrella” to practise What does it look like?• “You look different” to practise I’ve had my hair dyed• Thanksgiving to practice Thank you for V-ing
© BKC-IH Moscow Teacher Training Centre 2012
I’ve never … live beeatdrinkhavelearnwork see
I’m getting/ feeling ….© BKC-IH Moscow Teacher Training Centre 2012
© BKC-IH Moscow Teacher Training Centre 2012
Examples of activities to promote creative automatisation
• Jazz chants/ creating chants (I’ve never…)• When I am 64. (Will you still…?)• When I am an old woman I shall wear purple. (future
forms)• Pictures on the wall (he’s going to … They might have..)• Class photo (prepositions of place)• What’s my job? (Do you have to…?)• What kind of animal am I? (Do you have..? Can you..?)
© BKC-IH Moscow Teacher Training Centre 2012
Acknowledgement
• Grammar teaching – Practice or Consciousness Raising? by Rod Ellis
• Addressing the grammar gap in task work by J.C.Richards• An A-Z of EFL by S.Thornbury• Teaching grammar in Second Language Classroom by
H.Nassaji & S.Fotos• The Power of Habit by Ch.Duhigg
© BKC-IH Moscow Teacher Training Centre 2012
Thank you!
© BKC-IH Moscow Teacher Training Centre 2012
