| A | B |
|---|
| 3 pieces of the pie | (1) structure or form, (2) semantics or meaning, (3) pragmantic conditions governing use |
| What the arrows in the graphs mean | they illustrate the interconectedness of the three dimensions; thus a change in any wedge will have reprecussions for the other two, |
| (1) Structure/form wedge meaning: | morphosyntactic and lexical patterns. phonemic/graphemic patters |
| (2) Semantic Wedge | Lexical meaning/grammatical meaning |
| (3) Pragmatics | social context. lingustic discourse. presuppositions about context |
| Three insights to the learning process: | (1) learners do not learn structures one at a time. (2) Even when learners appear to have mastered a particular structure, it is not uncommon to find backsliding occuring with the introduction of new forms to the learners' interlanguage.(3) Second language learners rely on the knowledge and the experience they have. |
| Possible 4th learning process insight | Different learning processes are responsible for different aspects of language. |
| The teaching process: recasting | ex) Student: This is juan notebook. Teacher: Oh, that is Juan's noteboook. |
| Enhancing input | boldfac all the normally insalient articles in a given passage, for instance, the students' attention could be drawn to them. |
| Consciousness-raising task | It is the students' job to induce a grammatical generalization from the data they have been given,. For example, give students example sentences where indirect object alternation can and cannot be sucessfully applied |
| the teaching process: the garden path strategy | gives students information about the structure without giving them the full picture. |
| Practicing form- | Using meaningful practice to produce more than inert knowledge. Certain games are good devices for practicing grammar rules, for example, if students' are struggling with yes no questions, have them play 20 questions about their classmates. |
| 3 examples of meaningful practice for Form | Games, use of rods, problem-solving activities. |
| Teaching meaning | Using associative meaning techniques gives students oppurtunities to associate the form and the meaning of the particular target structure. |
| Teaching meaning techniques | Use of regalia, pictures, actions, such as Total Physical Response, such as acting placement of objects in order to associate prepositions with language usage. |
| Teaching USe | working on use will involve students learning that there are options to be exercised and that they must select from among them the one which best suits a given context. Role plays work well when dealing with use because the teacher can systematically manipulate social variables, and have students practice how changes in the social variables affect the choice of form. |
| Error Correction suggestions | use focused feedback when necessary, use the pie chart to determine which wedge the student's error falls in and then correct as needed. Recasting, and getting student to self correct are also helpful strategies. |
