Posts Tagged ‘Output’

Life Experience and Authentic Tasks in the Language Classroom

There was recently a discussion about other things on a mailing list, and a teacher gave some examples of types of assessment being used. One thing stuck out in my mind: a task that required students to make a “phone call” (to an online service) and inquire about renting an apartment in a city in […]

TPRS-friendly student pair work

Question from an online list: What are some collaborative student-student activities that lend themselves to a language acquisition method based on dense, high-quality comprehensible input? You got me. Student to student input is not comprehensible input, it’s “interput”. That’s low-quality forced interaction between people who don’t know the language yet, like students. Students CAN provide […]

Comprehensible input and acquired output

A TPRS teacher recently wrote: I know we’re not about writing because it’s output but not input, but maybe this kind of thing would help the kids see the value in paying attention to those stories in class, and give them a chance to see that there are thousands of kids who are being taught […]

Negotiation of Meaning: Is it Different in CI Instruction?

From our friends (really…they used to be a good interpreting client of mine when I lived in Taipei!) at the British Council, a definition and some examples of “negotiation of meaning”, a popular language teaching buzzword. Does it apply to CI-based instruction? (British Council information in italics below.) Negotiation of meaning is a process that […]

“There must be output…”

A comment recently appeared — generally in support of TPRS, too — on a language teachers’ discussion list: To make TPRS effective, the instructor needs to go beyond just telling stories in the classroom. There needs to be instances where students are engaged into negotiation of meaning, purposeful uses of the target language, and opportunities […]

Making student groups: a souflée that didn’t rise

Or, “how many posts on an e-mail list are ‘too many’ for a given topic?” I note with some amusement a loooong ongoing thread on a foreign language teachers’ e-mail list concerning how to get kids to work in the groups you assign them to work in. This would be the same list that recently […]

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