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The Penta Pie for nutri t ious SLA activities Gerard Westhoff The ECML (GRAZ) 5 – 8 April 2006

The Penta Pie for nutri t ious SLA activities Gerard Westhoff The ECML (GRAZ) 5 – 8 April 2006. Being exposed to. INPUT (i + 1). Processing CONTENT. Receptive. Processing FORM. STRATEGIC ACTIVITIES. Productive . OUPUT Production. Applying RULES.

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The Penta Pie for nutri t ious SLA activities Gerard Westhoff The ECML (GRAZ) 5 – 8 April 2006

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  1. The Penta Pie for nutritious SLA activities Gerard Westhoff The ECML (GRAZ) 5 –8 April 2006

  2. Being exposed to INPUT (i + 1) Processing CONTENT Receptive Processing FORM STRATEGIC ACTIVITIES Productive OUPUT Production Applying RULES Combining CHUNKS

  3. Being exposed to input (i+1) • Abundant • Just above actual proficiency level (i + 1) • Lifelike • Informative (Contains something that is interesting to know) • Rich diversity of • reading/listening/looking • interest/age, etc. • register

  4. Processing content • Content-oriented • Lifelike • Functional/informative (results in some sort of ‘product’) • Task based (functional embedded in realistic task)

  5. Processing form • Content first (from fluency to accuracy and not reversed) • Don´t make it out to be a problem • Content-oriented • Let them create their own ‘grammar’ • Reward ‘can do’ (not ‘knowing why’ in the first place)

  6. Output production • Message before form • Reinforcement and feedback ditto • There should be a genuine reason to produce language • Learners should be free in their choice of linguistic means • Connection to the learners’ own reality

  7. Receptive strategies • Inform about • what • how • when • Practice • Awareness raising

  8. Productive strategies • Elicit, reinforce and reward • simplifying • avoiding • copying • questioning • Use of the target language in the classroom

  9. SLA is helped by • A functional linguistic activity necessary to complete a realistic task like • solving a problem • making a decision • giving advice • organizing an event, etc • The product of the task is principally open • The impact of the learning activity can be influenced by the product specifications

  10. Criteria for learning activities (FLIRT) • Functional (serves a purpose, leads to something) • Lifelike / Current • Informative (contains information the learner would like to know) • Rich variety • Reading / listening / watching • Interest / age / etc. • Register / type of language • Tempting (i.e. in the zone of proximal development)

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