Please enable JavaScript.

Coggle requires JavaScript to display documents.

the post method era - Coggle Diagram

- - - - When a learner applies an L1 rule to L2 situation
      - i have 30 years / i am 30 years old
    - - when learners try to apply one rule they learned in L2 to all situations.
      - i goed to school / i went to school
  - - - an item is substituted
    - - word order is confused
    - - a word or words are omitted
    - - a word or words are added
  - - - mistakes that show growth
    - - repeated mistakes
  - - - can you say that again?
    - - i lost my road. i see, you lost your way, and then what happened?
- - - - provide target learning items
      - use particular teaching techniques, such as roleplay
      - use specific learning tasks, such as job interview
      - remember that language tasks have real-life purposes
    - - model rolplays and tasks for the students
      - help set up the task
      - pre-teach vocabulary and grammar
  - - - sustained. the same subject matter througgout th course
      - theme based: different themes over a few chapters or a unit
  - - - talk to eachother
      - ask eachother questions
      - ask follow up questions
      - repeat important information
      - help eachother understand tasks and activities
  - - - jigsaw
      - problem solving
      - roleplay
      - research project
      - interview
      - information gap
- - - - when students have more formal education and are used to more complex language terminology and error correction
    - - important for writing
      - incidental feedback in speaking might be useful
    - - High levels may profit more from explicit focus on form
      - Students at low level need more implicit grammar work
    - - learners wishing to pursue an advanced degree in english, or professional career where english proficiency is necesary
    - - children benefit from some grammar but in a more generalized way
      - adults generally need some grammar instruction
    - - learners who need language for more formal contexts
  - - - grammar is highlighted in the learning material
      - its important that students notice the grammar by themselves
    - - grammar rules are taught explicitly
      - may make doing communicative axtivities more difficult
    - - visual aids
        
        real objects
        
        drawings
        
        charts, graphs and tables
        
        maps
      - written examples
        
        dialogues
        
        written texts
  - - - the lessons are based on topics, themes, or other content, and the grammar comes out of this material.
      - Phonological, grammatical, and lexical forms are taught in FFI