Target Language Production Tasks as Breaks between Clustered Input Strategy Practice

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概要

• 論文の詳細を見る

• Maintaining student attention and interest during extended periods of academic Target Language (TL) reading and listening can become an issue in the classroom. Many English for Academic Purpose (EAP) textbooks follow a traditional pedagogical format : attention grabbing details to introduce a chapter theme, followed by brainstorming, then listening or reading input exercises in a sequence for a given text or audio selection. There are benefits to such strategy practice ; however, some textbooks do not provide adequate breaks, which facilitate student concentration. Due to such an imbalance of student TL input and output : i.e., if too many reading or listening tasks are used consecutively without sufficient interactive student language production, teachers may find that student concentration and interest declines. Between such clustered strategy tasks, creative language production opportunities or interactive activities raise student interest and further builds schemata. This paper proposes the separation of sequential reading or listening strategies with interactive language output tasks and outlines the support for this technique.

著者

• Agawa Grant

  Nagoya University Of Commerce And Business

関連論文

• Target Language Production Tasks as Breaks between Clustered Input Strategy Practice
• Task Criteria and Activity Differentiation in EFL Coursebooks
• Instructor Knowledge of Student Socialization, Classroom Culture and Social Mechanisms

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