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Musicuentos Black Box
Добавлен 27 апр 2015
Videocast 12: Language aptitude and grammar
The 12th Musicuentos Black Box videocast is based on the following research article:
Foreign Language Aptitude and Its Relationship
with Grammar: A Critical Overview
Applied Linguistics 2015: 36/3 367-384
Peter Skehan
St. Mary's University, Twickenham
In this episode, we address questions like:
What is language aptitude? How is it tested?
What does it have to do with metalinguistic knowledge?
What does it have to do with type of instruction (implicit vs. explicit)?
What does it have to do with feedback?
What about the "sensitive period"?
And our favorite, what does all this mean for teachers?
Foreign Language Aptitude and Its Relationship
with Grammar: A Critical Overview
Applied Linguistics 2015: 36/3 367-384
Peter Skehan
St. Mary's University, Twickenham
In this episode, we address questions like:
What is language aptitude? How is it tested?
What does it have to do with metalinguistic knowledge?
What does it have to do with type of instruction (implicit vs. explicit)?
What does it have to do with feedback?
What about the "sensitive period"?
And our favorite, what does all this mean for teachers?
Просмотров: 7 067
Видео
Black Box Videocast 10: Too much choice = "self-defeating tyranny"?
Просмотров 5537 лет назад
In this video, we'll see how Anastasia Mozgalina investigated whether or not having more choices in a task helped language learners be more motivated, be more engaged, or perform better on the task. Source: Anastasia Mozgalina Department of Linguistics, Georgetown University “More or less choice? The influence of choice on task motivation and task engagement” System 49 (120-132)
Black Box Videocast 11: Throwback ThurSLA
Просмотров 1,7 тыс.8 лет назад
For this episode, each of the presenters will present 3-4 minutes on an important article from years past and will discuss ideas from the last 50 years that are still used in research and in classes today. All of us here at the Black Box Podcast think that it is important to remember our history. Our field is not very old, but it does stretch back farther than any of our lifetimes (probably!). ...
Black Box Videocast 9: What is Task-Based Language Teaching?
Просмотров 17 тыс.9 лет назад
How can classroom language learning mirror real-world authentic use? When should we focus on grammatical forms? What the heck is T.B.L.T.? This video focuses on articles found in this volume: benjamins.com/#catalog/books/tblt.1/main
Black Box Video Cast #8: Does Written Corrective Feedback Matter?
Просмотров 2,4 тыс.9 лет назад
Do you wonder if all the time you spend correcting written work matters? This video cast explores a study on the "effectiveness of written corrective feedback" by Nina Vyatkina.
Black Box Videocast 7: Overcoming Resistance to 90% Target Language Use
Просмотров 2 тыс.9 лет назад
From the NECTFL Review #72, September 2013 Authors: Jean LeLoup Robert Ponterio Mark Warford For more info on using the TL 90% or more of the time, search #TL90plus on social media and google. Check out these links to get started using the TL as much as possible in the Foreign Language Classroom: Musicuentos blog: musicuentos.com/blog The Language Educator: Going for 90% Plus www.actfl.org/site...
Black Box Videocast 6: The Inescapable Case For Extensive Reading
Просмотров 7 тыс.9 лет назад
What is the role of Extensive Reading and Listening in language acquisition? What is the right amount and type of reading and listening, and how do these relate to other language-learning activities? Presenter: Justin Slocum Bailey (@IndwellingLang; indwellinglanguage.com/) Link to a pre-publications version of Rob Waring's article that is the subject of this episode: www.robwaring.org/er/what_...
The Interface Debate (or why pushing presentational mode may be handicapping our students)
Просмотров 2,4 тыс.9 лет назад
Black Box Videocast 5: Han & Finneran's 2014 article help us understand the Interface Debate and what it means for language teaching.
Black Box Videocast 4 Sociocultural Theory
Просмотров 9 тыс.9 лет назад
What is mediation and ZPD? How do they help learners acquire languages? This videocast is a presentation of Sociocultural Theory as it relates to SLA.
Black Box VideoCast 3 The Comprehensible Input Hypothesis
Просмотров 3,4 тыс.9 лет назад
Research shows that we acquire languages through comprehensible input, but what if input was more than simply comprehensible? What if it was compelling, too?
Black Box Videocast 2: Mental Representation and Skill
Просмотров 9 тыс.9 лет назад
What does it really mean to know a language? How do you make sure, if you're a teacher, that you give your students what they need in order to acquire a language, or, if you are a learner, that you get what you need? (Hint: It's not "practice.") Presenter: Justin Slocum Bailey (@IndwellingLang; indwellinglanguage.com/) Link to Bill VanPatten's article that is the subject of this episode: revist...
Black Box Videocast 1: Methodological Principles for Language Teaching
Просмотров 9 тыс.9 лет назад
How important is the method you use in language teaching? What about the methodological principles that inform your practice? Find out how Michael Long's chapter in the Handbook of Language Teaching (Wiley Blackwell, 2011) applies to your classroom.
Get Ready: The Musicuentos Black Box
Просмотров 3719 лет назад
A team of five language teachers is coming together to make second language acquisition research more accessible to the people who need it most: the world language teachers. See musicuentos.com/blackbox for more information, and visit our GoFundMe project to help.
How do we know about high and low language aptitude? What is the cut-off point based on the language aptitude tests?
The German in your examples is wrong. It should be "Sehr gut, und dir?" (not "...und du?") and "Mir geht's sehr gut" (not "Ich bin sehr gut"). I'm also not sure about equating the distinction between procedural and declarative knowledge with implicit vs. explicit. As a programmer, I know declarative systems, where conditions are initially defined and actions are derived from them. Procedural programming starts with actions and defines conditions along the way. Of course, procedural knowledge can be taught explictly (we do that in the classroom all the time), and declarative knowledge can be gained implicitly, which also happens all the time (because there are tons of knowledge pieces that we, as speakers or teachers., cannot explicitly define, especially in language). With a scaffolding approach (which I only understand via common sense right now), I can, of course, predict what a student can understand, given that I know which words or grammatical constructions I have taught. It remains a mystery to me what specific guidance ZPD has to offer.
The content is Ok. But the person speaks too fast, making it difficult for me to follow her. I like having the support of what is written but so many drawings are distracting and annoying. And it bothers me that the woman is drawn so curvy and with big breasts while the man has nothing between his legs. Those stereotypical drawings seem misplaced to me.
This is exactly what I do. The only difference is that I like to dive into difficult texts first (usually translations of fantasy novels) but I paste them into Readlang which makes the process nearly painless. With a regular paper dictionary it would definitely have to be graded readers first.
Great presentation and awe-inspiring!
Amazing breakdown of the debate on interface position. Thank you for making this great content. Keep up the good work!
Great information. I am interested in more detail and it is hard to find. How long should students read every day? Should it be gradually increased? Where can you find graded readers for languages other than English? How exactly does a good extensive reading program work?
Interesting. I wonder how this applies to what going on today, regarding the division between people in countries that are mandating procedures for ‘normal’ living in society.
Thank you, what a great summary and a light into a subject :)
Please write the name of the tune at the end
great work
motivation is always the key factor
very informative, easy to understand, 100% helpful. May I ask where is the next video on this topic?
very very useful
Excellent
Brilliant podcast. A+ for content AND tech style. This should be required viewing for every language teacher candidate...and my 14th century colleagues.
excellent
Oh guys I love so much your channel! I just started watching it and it has been really helpful for understanding all these topics in SLA.
This was an excellent and really informative video! Thank you very much for making it! best wishes
Great Series!!!! THANK YOU!!!
It is difficult to create a real practical task.
Your video is too fast. it combines both graphical explanations and talk which is supposed to be excellent, but it gave a reverse result because of the speed of the speech and the lack of pauses. No one could ever listen to such a spezker and in the same time read or even recognize what is going on in the graphical explanations. In addition to that, most of us lose concentration after a couple of minutes and will surely fail to continue with a 12.39 minute fast speech. Please consider this in your next videos.
Thought it was jus me😂
Simple, yet informative! This is not only applicable to foreign language instruction, but also to English as a Second Language (ESL) in the US.
I had a vage misconception that the students with less aptitude or "talent" would benefit the most from explicit instruction, so thank you for this new very interesting perspective.
I want to write the Spanish subtitles for this, could you please make that option available?
I've been struggling with trying to simplify what 'mediation' means for one of my graduate courses and this video does a great job of just that. Thank you so much for this upload! :)
My experience as a language learner has made it evident that listening and reading extensively (especially the latter) is what has helped me made most (unconscious, seemingly effortless) progress in the languages I have learned. I thus advocate for lots of it with my own students. Here is the link to a list I put together some time ago for my Year 11 (Spanish beginners) students docs.google.com/document/d/1DiaJTRbzD1Sb8I4zvI_Qoh4Nc5u4VIgeNQh4KlvZIDQ/edit?usp=sharing. Enjoy!
This is my goal for this year!!thanks for the tips
Elliot, thanks for the phenomenal video. As I was watching, I was surprised to find myself thinking primarily about my global history class more than my language classes (though obviously your video pertains equally to the my language classes). I am always interested in the challenge of finding ways for my history class's activities to engage and "mirror a real-world authentic use" for my students. Thus, thanks to your video, I've got the beginnings of some great ideas!
So you could sit back to back with someone's picture and students basically play "Guess who" in the target language? That would actually be a good "game".
Excellent excellent! Thank you! "Drill" --- where does this leave us with rassias-type substitutions/transformations? wondering ...
I have been using a poster I created for in my classroom forever that is exactly what this is talking about! The poster says, passion, dedication, motivation is all you need if your heart is in it and the o's in each word are hearts.
Super helpful! Thank you.
I like the presentation Karen. It has helped me clarify quite a lot of issues I never understood before.
Hi! Is there a podcast link or rss feed? I searched for the podcast in my BeyondPod android app without success. Enhorabuena y saludos desde Suecia
Great information here! It seems like Waring would argue against the use of "authentic" texts in extensive reading programs because they simply are not comprehensible enough. Is that correct? Does he see a value in such "authentic" texts in other contexts?
David Talone On this issue, Waring states that "reading native texts" before one has acquired ~5000 word families "change[s] the reading task into a linguistic (study) one rather than one for building fluency." He goes on: "This is not bad necessarily, but learners should be aware that unless they read a lot, they will not have the opportunity to meet the unknown words they need to strengthen their partially-known vocabularies. Therefore, EFL learners would need to use graded readers initially to help even out the density issues by systematizing the vocabulary load. Only when the learners can cope with more advanced texts, should they be exposed to them. Nevertheless, the volume of text needed to be met is immense and far beyond that of most normal courses. What this means is that far more than one book a week at the learner’s level will be required as was recommended by Nation and Wang (1999)." Waring does not explicitly address the use of authentic resources such as commercials, infographics, Tweets, etc. -Justin
Musicuentos Black Box Thanks! That is exactly what I was looking for. Related to your last point about commercials, infographics, tweets, do you think those materials offer the richness required to "develop an overall sense of the language?"
David Talone Dave, my mentors at Rutgers told me that leveled readers are not considered as relevant for the purpose of planning a thematic unit. Seems Waring disagrees. Carol Hill
+carol hill Not neccessarily? It might not be relevant. It seems to me that he'd just say: "Why do you need to plan a thematic unit?"
Rob Waring here. It isn't helpful to call ungraded texts authentic as is presumes authentic is somehow better. Ungraded texts are designed to help scaffold the learning by controlling what language students meet. Text in ungraded materials is random - whatever words are needed are used - but this isn't systematic and leads to inefficient learning for lower levels. Ungraded materials can be use from higher intermediate levels but students will slow down their reading speed to do this - going back to the word-by-word level fo reading and comprehension suffers. But IF (big if) the students have high motivation and they have interesting and appropriate materials they can get past this stage. So yes ungraded texts are fine, but we need to understand why we use them and for what purpose.
Interesting piece. Having not (yet) read the article, I didn't see the connection between the research and the recommendation to focus more on interpersonal skills (though I certainly agree.) I would love to see a podcast dedicated to our over-reliance on performance assessments as opposed to proficiency or spontaneous assessments.
David Talone Thanks for the question. The major difference between interpersonal mode and presentational mode is the planning time you have to think about what you're going to say/write, which is arguably the same difference between whether you're calling up implicit or explicit knowledge in production. Thus it can be argued that by asking students to practice calling up explicit knowledge to perform in presentational mode, we probably aren't helping them develop the interpersonal skills they really want, since there is not likely a strong overlap between the two. I hope this answers your question. - Sara-Elizabeth
So true! Thank you! Excellent!
I strongly support Long's suggestions that we focus not on methods but instead on methodological principles and evaluation criteria. This Blackbox Video is very clearly presented and very helpful. Thank you for your valuable contribution to our profession by helping to disseminate this information in such a powerful way!