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We learn language from use. Instruction helps. How do linguists generate their descriptions?

We learn language from use. Instruction helps. How do linguists generate their descriptions? Can learners work in the same way?. CEF: Sustained Monologue: Describing experience Can tell a story or describe something in a simple list of points

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We learn language from use. Instruction helps. How do linguists generate their descriptions?

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  1. We learn language from use. Instruction helps. How do linguists generate their descriptions? Can learners work in the same way?

  2. CEF: Sustained Monologue: Describing experience • Can tell a story or describe something in a simple list of points • Can describe everyday aspects of the environment • Can give short basic descriptions of events and activities • Can describe past activities and personal experiences

  3. ‘Can-do’ statements must be realised as text

  4. CEF: Sustained Monologue: Describing experience • Can tell a story or describe something in a simple list of points • Can describe everyday aspects of the environment • Can give short basic descriptions of events and activities • Can describe past activities and personal experiences

  5. The busiest day I’ve had recently was last Monday. I taught in three different schools. I taught in one school from 9.30 to 12.30. Then I went home and on the way home I had to do a lot of food shopping. Then I had lunch – I just had time to have lunch. – then I went out again. I went to another school on the other side of on the other side of London where I taught from four to six then I had half an hour to get from that school to another school in the centre of London … So that was quite a busy day.

  6. Problems: Grading of tasks Language coverage Beginner/elementary levels

  7. The research corpus. The learner’s corpus. The pedagogic corpus.

  8. To provide a pedagogic corpus. • To itemise language within that corpus. • To provide learners with guidance to help them make useful generalisations. • To provide activities which promote language analysis.

  9. Actions (‘can-dos’) Topics AND Design task sequences Create/select texts (Pedagogic corpus) Task syllabus with texts Language syllabus Monitor See RPW 9.2

  10. Beginner  Intermediate  Advanced Topic lexis Focus on meaning Form-focus Analysis of text

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