efl teaching methods_pace model
TRANSCRIPT
Using a Story-Based Approach to Teach
Grammar
Contextualized Language Instruction, 4th ed. Shrum & Glisan
EFL Teaching Methods:
Making Meaning
Goals
for the
Classroom
Goals for
Grammar
Instruction
Conceptual Orientation
Teaching grammar using cultural stories as the centerpiece of the lesson
The PACE Model
1. Active learners, appropriate support
2. “Form” is a topic of its own right
3. Teacher-student dialog as a means of
problem-solving language
Communication: The Core of Second Language Learning
Communication:
• Personal expression
• Interpretation
• Negotiation of meaning
Avoiding the Great Disconnect
Grammar-Based Language Learning
Warning: May cause communication disconnect
Focus on “Form”
Focus only on the grammar forms relevant to:
• understand the story
• express opinions, ideas, and feelings about the text
• the learners’ needs
Lost in the Grammar “Jungle”
It only makes sense:
• Within a context
• With people
• Within connected discourse
The Deductive / Inductive Dichotomy
Deductive Paradigm:
• Explicit grammar instruction
• Explanation of rules
• Grammar is a priori knowledge (prior to experience)
Deductive Paradigm: The Down Side
• Shallow, artificial context
• Devoid of meaning
• Teachers construct the knowledge
• Learning is passive
The Deductive / Inductive Dichotomy
Inductive Paradigm:
• No explicit focus
• i + 1 = natural L2 acquisition
• Exposure learners induce how language works
The Inductive Paradigm: The Down Side
• No guarantee of discovery
• No guarantee that discovered concepts are correct
• Can be frustrating for older learners
Flaws of Deductive and Inductive Approaches to Learning
• Roles of teacher and learners
• The social aspect of learning
• What’s the solution?
The Story-Based Dialogic Approach
“We believe that a dialogic approach embedded in the use of meaningful contexts found in compelling and interesting stories might hold the key to dramatic improvements in the acquisition of grammar.” ~Shrum (p. 220)
Basic Principles: Whole vs. Part
The “whole” gives meaning to the parts
Basic Principles: Foreshadowing
Provides learners with a “feel” for what is to come
Casting a “familiarity net”
Why Stories?
• A natural activity, socially mediated on a daily basis
• Episodic organization aids comprehension and retention• “Multiple passes,” pictures, TPR activities, and
role plays deepens comprehension
The PACE Model:A Story-Based Language Approach
P Presentation
A Attention
C Co-construct
E ExtensionR. Donato & B. Adair-Hauck, 1994
Presentation of Meaningful Language
• Language presented in thematic way
Eg: Folk story, authentic listening
TPR/TPR-S, authentic task
• Foreshadowing: used to introduce text• Goal is comprehension
Presentation of Meaningful Language: Considerations
• Episodic organization (stageable acts)
• Grammar well-represented and used meaningfully in text
• Learner actual and potential level: ZPD
Interactive Presentation of Text
• Teacher presents story ORALLY
Attention to Target Language
• Occurs after story has been understood
• Teacher highlights target language
• Focus!
Co-Construction:Explanation as Conversation
• Collaborative between teacher and students
• Teacher assists learners in developing understanding of target language
Co-coonstruction:The collaboration
Teacher• Assists learners in
developing concept of target structure
• Clear, well-chosen, concise, direct questions
• Modeling process of reflecting on language
Learners• Actively discovering/
hypothesizing about language
• Use communication strategies
• Asking for clarification, making inferences & generalizations
Co-Construction:The Collaboration
• Negotiation of meaning: HOTS are part of the process
• Goal: Students able to do this independently
• Metalanguage – in L2?
Extension Activties
• Use of the target language in meaningful ways
• Opportunity to address other goal areas of standards – Cultures, Communities and Connections
Extension Activities:The Possibilities
Graphic organizers Information gap activities
Authentic writing projects Intertextual activities
Story mapping Discussion webs
Out-of-class projects
Elements of Story-Based Learning
R. Donato &
B.Adair-Hauck,
1994
(Shrum P.229)
Selecting a text
Content
Language Elements
Lesson Objectives
Standards
&
Course Goals
Preparing and Delivering
Storytelling is:
• A social event
• A co-constructive experience
• “I-Thou” listening model (rather than eavesdropping)
Preparing and Delivering: Techniques
• Length (5-10 minutes)
• Seating: semi-circle
• Participatory techniques: hand motions, character signs, cued repetition, silent dramatizations
• Visual aids (10-12 if possible)
• Kinesthetic cues: eye contact, facial gestures, pantomime, body positioning
• Voice techniques: pitch, rhythm, sound effects, silent pauses
Don’t be a Grammar Nazi!
• “Grammar and usage cannot be taught effectively if students see no real need for it and if teachers cannot persuade them to see the need.” (Shrum, page 236)