FORM-FOCUSED

INSTRUCTIONR O D E L L I S

FORM-FOCUSED INSTRUCTION THREE TYPES:1.Focus-on-Forms2.Focus-on-Form (planned)3.Focus-on-Form (incidental)

FOCUS-ON-FORMS

Learning language – similar to Krashen’s “Learned System”■Language learning is deliberate and planned■Oral activities have specific/explicit structural

goals.■Teacher and Students aware of purpose/goals of

activities.■exposure, controlled practice, open practice,

production, reflection.

FOCUS-ON-FORM (PLANNED)

○“Enriched Input” - input that has been specially contrived to provide and highlight target structures○However, learners focus on meaning not

structure. So learning is ‘incidental’ rather than ‘intentional’ (at least from the learner’s perspective)

FOCUS-ON-FORM (PLANNED)

○“Input Enhancement” to draw attention of learner to target feature○“Focused Communicative Tasks” to induce

learners into using target features○Meant to induce ‘noticing’ of target forms

within the context of meaning-focused activity.

FOCUS-ON-FORM (INCIDENTAL) ○Preemptive■teacher/learners take ‘time-out’ from a communicative task to draw attention to target form■teacher anticipates difficult structures and addresses them before task (vocab/grammar)

FOCUS-ON-FORM (INCIDENTAL) ○Reactive■corrective (negative) feedback after perceived errors occur■implicit/explicit negative feedback●explicit can be more obtrusive and have affective

consequences●implicit: recasts, asking for clarification, asking for

repetition.

NOTICING HYPOTHESIS

R I C H A R D S C H M I D T

NOTICING HYPOTHESIS – WHAT IS IT?•Noticing Hypothesis

–Students cannot learn/acquire target features unless they ‘notice’ it.

– ‘Noticing’ is an important and vital first step in language learning.

https://www.youtube.com/watch?v=H_qMGCk7EjI

PUTTING IT ALL TOGETHERWhen teaching oral skills…•…how can we move from Krashen’s “Natural Approach” to a more ‘form-focused’ approach? •How do we get our students to “notice” their own language skills and development?

MINI-WORKSHOP:FOCUS-ON-FORM AND ‘NOTICING’•Consider the common oral activities we use. –How can we ‘focus-on-form’ in these common tasks?

–How can we get our students to ‘notice’ in these tasks?

ACTIVITY:

Classroom Discussions

ACTIVITY:

Presentations

ACTIVITY:

Debates

ACTIVITY:

Role Play/Panel Discussion

ACTIVITY:

Interviews

ACTIVITYPicture Narrating/Describing/”Find the Differences”

ACTIVITY:

Running Dictation

SPEAKING ACTIVITIES TO TRYPecha Kucha•20x20 presentation•20 slides, 20 seconds per slide•Live or Recorded•http://www.pechakucha.org/

https://www.youtube.com/watch?v=wGaCLWaZLI4

SPEAKING ACTIVITIES TO TRYDigital Recording•Record discussion, presentation, oral activity. Review and reflect on performance.•Digital Storytelling•Recorded presentations, interviews, projects

SPEAKING ACTIVITIES TO TRYSentence Auction•Write 10 sentences on the board (some with mistakes)•Students are placed in groups and each group has $1500-2000.•Auction each sentence.• In order sold, ask students if sentence is correct. If not, give 10 seconds to correct it.•Continue until each sentence is corrected.

SPEAKING ACTIVITIES TO TRYSentence Auction1 point for every $100 left over at the end5 points for every correct sentence-3 points for every incorrect sentence they couldn't correct3 points for every corrected sentence.

Students with the most points win

SPEAKING ACTIVITIES TO TRYAnything else?•What are some speaking activities (structured or unstructured) that have worked for you?