Exposure to language above the learners' level
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Terms in this set (21)
Cognitive challenge / Engagement Struggling with language / negotiating the text helps learnersprocess the language at a deeper cognitive level and so promotes learningListening There is value in listening to a text for detailed understanding / for key wordsNoticing language Reconstructing the text encourages learners to notice language, which is a precondition for learning /input to become intake (Cognitive learning theory)Noticing the gap Noticing the gap between their output and the original text helps trigger restructuring of learners' interlanguage /learners need to be aware of gaps in their own knowledge if their language is to developDevelopment of lexical to grammatical modeMirrors the way learners' mental grammar develops over time from a mainly lexical mode to a more fully grammaticised oneDeep end approach / Learner linguistic resources Learners initially use the linguistic resources they have available and are presented with language data laterDifferentiation It is important to allow for differences in learners / differentiation/allows for learners at different stages of development in their interlanguage to notice different language featuresTalking about languageThis is a valuable part of the learning process (declarative vs. procedural knowledge)teacher control over language input The teacher should retain some control over language input, i.e. she / he chooses the text and can deliberately target structures learners don't knowTeacher as facilitator / Learner autonomy At times the teacher should take a back seat / act as facilitator /encourage learners to be independentCollaboration importance of collaborative learningLearners learn from each other /