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Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046

PROGRAMMAZIONE E PROGETTAZIONE DI UN PERCORSO DIDATTICO a.a. 2007/2008 Prof.ssa Marilena Beltramini. Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046 Lingua e cultura inglese Supervisore:Tiziana Ellero.

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Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046

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  1. PROGRAMMAZIONE E PROGETTAZIONE DI UN PERCORSO DIDATTICO a.a. 2007/2008Prof.ssa Marilena Beltramini Corsista:Barbara Monterisi Matr. 3301 Corso:2°anno SSIS Classi di concorso: A045/A046 Lingua e cultura inglese Supervisore:Tiziana Ellero

  2. “Find the gap”:increasing speaking through student to student interaction

  3. RESEARCH QUESTIONS • What is a gap? How many types of gap are there? What the suitable activities to create and prompt speaking opportunities? • Why is “student to student interaction” so important in foreign language speaking activities? • What problems does the teacher face to increase interaction? • How can the teacher promote students’ interaction?

  4. What is a gap?… • Definition of gap • Description of different gaps: • The information gap • The experience gap • The opinion gap • The knowledge gap • The teacher should raise the profile of the gap in order to increase the amount of speaking which serves to close a gap. • Creating, finding and exploiting gaps is one way to get students talking more in class.

  5. Why is students’ interaction so important in EFLspeaking activities? • Participation • Maximising practice time • Collaboration • Socialization • Motivation

  6. What problems does the teacher face when trying to increase interaction? • Student resistance • Self consciousness • Large classes • Mixed abilities • Lack of motivation • Insufficient language

  7. How can the teacher promote students’ interaction? • Teaching process language • Pre-teaching task language • Providing support • Giving preparation time • Providing a supportive atmosphere • Varying the interaction • Having different levels of task • Giving and encouraging feedback • Providing a reason to interact : interactional/transactional language

  8. Theoretical contributions • Krashen: The natural approach • The affective filter hypothesis • Rebecca L.Oxford: Language learning strategies • Affective strategies • Carter, R. and M. McCarthy. Exploring Spoken English. • Widdowson H. G. (1978) Teaching Language as Communication • Wilkins D. A. (1976) Notional Syllabuses

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