Heres the full list (in no particular order): A few days ago I came across a tweet in which a hard-working and very capable language educator I know, an experienced head of Dept at one of the NCELP hub schools, claimed her students showed evidence, in a recently administered test, of impressive progress in the learning of a grammar structure. Devon 28 June https://networkforlearning.org.uk/courses/2022-06-28/epi-teacher-28-jun-2022, 29th June: Becoming an EPI teacher. This has allowed him to test, on a daily basis, the sequences and activities included in this book with excellent results (his students have won language competitions both locally and internationally). Figure 6: Manfred Pienemanns developmental sequences in L2 acquisition. (Especially with students with low L1 literacy) Show (e.g., through a think-aloud protocol) how you would form and use the L1 equivalent of the target L2 structure first and draw or elicit a comparison from the students. We are sorry. stressing specific sounds) are also used in this phase as awareness-raising tools. You can easily plan a lesson around each page. It can be used independently by students as well as for teacher-directed classroom practice. Contact: CPhilibert-Lockyer@willingdonschool.org.uk, 23 March Poole, Dorset Becoming an EPI teacher. Traditional PPP, especially when consisting of masses of grammar learning, however well-planned and systematic, is unlikely to be inclusive and exciting for the average teenager. In ten days I will be leaving for Australia for a short speaking tour, a round of 6 workshops in Brisbane, Melbourne and NSW (Coffs Harbour). force the students to pay close attention to every single word in the transcript. How To Work With Sentence Builders (Presentation) Here Is The Link To The Blog. Each lesson fits in within a sequence of lessons, prior knowledge is interleaved and learning cumulative so that no prior knowledge is left on the shelf. (aka: Extensive Processing Instruction), a usage-based approach which has been adopted by thousands of language educators worldwide. Obviously, each MARSEARS sequence must not be considered in isolation but in relation to the curriculum as a whole, always ensuring that the core items you have identified as the non-negotiables (or Universals, as I call them), the must-learn phonics, vocabulary and grammar, are constantly recycled across contexts, consistently with the Transfer Appropriate Processing principle and with what we know about memory decay and proactive/retroactive interference (Bjorks law of disuse). The MARS/EARS method comes under the umbrella of communicative language teaching, which at its heart posits that language education should serve to fulfil real world communication tasks, rather than focus on teaching single words outside of any meaningful context (Conti, 2018). Mit Answer-Booklet super zum Selbstlernen! Dr Gianfranco Conti: Publsiher: Unknown: Total Pages: 0: Release: 2022-04-05: Genre: Electronic Book: ISBN: 3949651438: These games, too, will involve an alternation of focus-on-meaning and focus-on-form activities. Italian, Welsh, Irish and Japanese). I hope to meet you at one of the events to, 6th March Curriculum Design Tavistock College, Tavistock (Devon) Contact Alison Savage: a.savage@tavistockcollege.org, 7th March EPI for Primary teachers EAS Consortium (Cardiff) Not open to externals, 8th March EPI for secondary teachers EAS Consortium (Cardiff) Not open to externals, 9th March (6 AM UK time) ONLINE: Dulwich College Shangai Pudong (Becoming an EPI teacher, PART 2) Not open to externals, 9th March (4 PM UK time) ONLINE: Becoming an EPI teacher (PART 3) Different time from the same day course with Dulwich, 10th March Ashtead (Surrey) Becoming an EPI teacher. under timed conditions, the students may be shown a story-board and asked to describe it in the past tense or they may be interviewed on what they did last week, etc.). In other words, what would a baby learn in terms of language, if the baby would spend three hours a fortnight with its mother? The theory, which has been proven right by a large number of studies, states that you cannot move to a more advanced procedure unless you have a fairly high degree of mastery in the preceding ones. ","fractionalValue":"00","symbolPosition":"left","hasSpace":false,"showFractionalPartIfEmpty":true,"offerListingId":"%2FkaHnVazzLfrOmKNbV4cUPQwwdPibv9M9HO5UZZHLB831O7HaA51UFqTTJnLutwln%2BCtkPTkq9guTD6n8iHLQDP7G%2BFwxGlzqfcJarqWDBG%2FTnxvom8vRjvMZERkw0xw","locale":"en-GB","buyingOptionType":"NEW"}], Item can be returned in its original condition for a full refund or replacement within 30 days of receipt. The acronym stands for the following stages, each designed to build . After each game, you will use the so-gathered observational data to provide whole-class feedback on their decoding skills, before the students proceed to play the next activity. The holes in between units can be used for revision and/or fluency training. By making such claims and advertising them to the twitterverse with the keen support of NCELP, one may end up misleading the language-teaching community into adopting assessment practices which as I have tried to demonstrate above- , are actually flawed in many ways. Brief content visible, double tap to read full content. For instance, if adjectival agreement is being taught in the context of describing clothes using colours, the transfer-practice task could involve applying the agreement rules in other vocabulary domains (e.g. Input-flooding and input-enhancement work in synergy in an attempt to draw the learner attention to the target linguistic features. Vocabulary which is high frequent is more likely to be useful, as the first 2,000 most frequent words in a language give access to at least 80 % of any generic L2 text. Using your mobile phone camera - scan the code below and download the Kindle app. , Runcorn, Cheshire. To see our price, add these items to your basket. He has taught Modern Languages for nearly 30 years at primary, secondary and university levels. In the Expansion or Explanation phase (the E in EARS), the target grammar feature is explained more thoroughly. The beauty of teaching lexicogrammar is, of course, that chunk-learning bypasses the natural order and sequences of acquisition. For instance, according to this theory (which has been proven to be reliable by countless studies), no point teaching the perfect tense of French verbs requiring the auxiliary ETRE, unless the students have acquired 60% mastery of the sub-steps its deployment requires, e.g. german sentence builders conti. Eligible for Return, Refund or Replacement within 30 days of receipt. docx, 24.09 KB. German. 10. Multimodality is one of the most innovative features of this book: the target sentence patterns and morphemes are learnt across all four language skills, including speaking and listening, which are usually the most neglected skills (please note that the audio tracks accompanying Spanish verb pivots are accessible by anyone for free at this link). Barnham (West Sussex) 21 June. For grammar to be used effectively and efficiently in fluent aural and oral processing it needs to be applied in a split second (Levelt, 1989). German sentence construction. I discuss many more in my workshops, of course, but I have been told that my posts are too long. Figure 2 : the MARS EARS CYCLE at KS3, adapted to contexts where one teaches 20 to 24 lessons per term. He is well-known internationally for his teaching resources that have won him the TES Best contributor award and have been downloaded over 6,000,000 times by hundreds of thousand of teachers worldwide. As a teacher, I need to be clear as to what extent and how I expect my students to know and evidence the learning of the target grammar structure(s) by the end of each lesson, sub-unit, unit, year or cycle. Pitfall 4 Lack of authenticity and transferrability of knowledge, One of the five principles of effective assessment (see figure 2 below) advocated by the most renowned scholars in the field of L2 assessments is authenticity, i.e. Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them. al cine), possessives (e.g. In other words, the claim by Teacher X that her students had learnt the target structure should be majorly scaled down or the term learnt be clarified: what does she mean by it? Not open to externals, 20 March Oxted, Surrey Becoming an EPI teacher. But actually, you shouldnt be: the very director of the NCELP, Emma Marsden, in a peer-reviewed study of hers which she often cites as evidence of the success of grammar instruction (Kasprowitz & Marsden, 2017) used exactly the same type of task. This is another preposterous misrepresentation. The teaching of grammar arises organically from the need to enhance the generative power of each target sentence pattern this is a major innovation of this book. There was an error retrieving your Wish Lists. Add to Wishlist. Delivery cost, delivery date and order total (including tax) shown at checkout. Spanish Verb Pivots. Finally, I am the proud father of Catrina Jade Conti. One of these tasks can be used too for assessment purposes. Based on the premise that second language instruction should be first and foremost about empowering learners with the ability to convey meaning in the real world and not to learn grammar for grammars sake, the book aims at teaching lexicogrammar (or pattern grammar), i.e. It can be used to introduce the target verbs and associated grammar and lexicogrammar patterns to absolute beginners. Decide on a limited amount of core structures which will be your non-negotiables, i.e. Here is a list of evidence-based grammar-teaching tips based on my recent review of the specialised literature, which I routinely share in my Grammar workshops. Enroll here: https://www.networkforlearning.org.uk/courses/2023-03-24/epi-teacher-24-march-2023, 27 March Sandymoor Ormiston Academy Runcorn, Cheshire: Becoming an EPI teacher. forming the perfect tense with ETRE) or set of structures (perfect tense usage and formation in French as a whole). For instance: Jai besoin dargent would be translated in a typical sentence builder as I have need of money (instead of I need money) or Jai onze ans as I have eleven years (instead of I am eleven). Danke Herr Weidner! All the greatest Applied Linguistics theorists and researchers would agree that this synergy is key to successful learning and that implicit (or procedural) knowledge is what teaching should concern itself mostly with. I speak English, Italian, French, Spanish and German fluently, get by in Malay and Swedish and I have some basic knowledge of Modern Greek, Japanese, Russian, Portuguese and Farsi. Key vocabulary, lexical patterns and structures are recycled and interleaved throughout. Also, throughout the structured productive phase in each sub-unit I have usually already obtained a good idea of where my students are in terms of productive retrieval in non-exam conditions. I teach at a secondary school in the UK, and I came across this book when looking for activities that I could do in class that would help the students retain the language in their long term memories better. Relevance. Not a valid way to assess. with Dr Gianfranco Conti 30th June. Pupils become familiar with the sequence of activities,, which are varied enough but not excessively so; hence, the routine is reassuring to them, removing therefore any language anxiety students might have. I am naturally grateful to Gianfranco Conti for convincing a slight sceptic how useful sentence builders are Part One Using sentence builders I wouldn't use these every week, but I can imagine using them at KS3, maybe KS4 too, on a pretty regular basis as part of the repertoire. Please contact Julie Sutcliffe: sutcliffej@sandymooroa.co.uk, 28 March ONLINE: Fluency https://www.networkforlearning.org.uk/courses/2023-03-28/fluency-across-four-skills-14-mar-2022, 29 March ONLINE: Becoming an EPI teacher (PART 2): https://www.networkforlearning.org.uk/courses/2023-03-15/epi-teacher-16-march-2023, 30 March Birmingham: https://www.networkforlearning.org.uk/courses/2023-03-30/curriculum-design-30-march-2023. Gianfranco is also a prolific book writer. Read reviews and buy German Sentence Builders - A Lexicogrammar approach - Second Edition - (The Language Gym - Sentence Builder Books) 2nd Edition by Gianfranco Conti at Target. Processability theory posit that there are fixed developmental sequences in the acquisition of a second language which grammar instruction cannot circumvent but may be able to accelerate (Pienemann, 1998). We are especially grateful to her for taking care of the language awareness sections (notoriously tedious and challenging to create) alongside Dylan; as well as the end-of-unit revision sub-units packed with practice and for adding in the metacognitive activities promoting self-reflection and retrieval practice through self-explanation. He has also published the best-selling Sentence builders series of workbooks aimed at classroom and independent learning for beginner to intermediate learners of Spanish, French, German and Italian, based on 'EPI', co-authored with his former colleague Dylan Viales, which has been currently adapted to Irish, Welsh, Dutch and other languages. What is important to take away from the above discussion is that before assessing grammar we must have a clear understanding of what it actually means to KNOW grammar. Please try again. Mastering all the usages of 'newly born' from sentence examples published by news publications. Bring your club to Amazon Book Clubs, start a new book club and invite your friends to join, or find a club thats right for you for free. This phenomenon is exacerbated by the fact that these words do not carry meaning crucial for comprehension (are not semantically salient) and we generally focus on content words when we read for meaning (the so-called Redundancy effect). The book includes 8 macro-units, each focusing on a different verb or verb set in the present tense. Figure 4: Wilelm Levelts model of word production. In the next post I will concern myself with the remainder of the misrepresentations on that list. Nothing could be farther from the truth. Moreover, the linguistic content has been selected by the NCELP curriculum designers top-down and without any apparent guiding principle apart from high frequency for the target lexical items. The test format entailed a 50% chance of correct guessing, Pitfall 2 A task or tasks within the same test paper providing cues to the students on how to execute other tasks. Deep-processing activities can also be embedded in this phase to elicit the greater cognitive investment that according to much research (e.g.
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