Didaktika cizích jazyků - přednášky

• When to correct spoken English?

• This depends on the main objective of speaking activity:

  • Accuracy: focused immediate (on-the-spot) correction (correction useful - when doing exercises)

  • Fluency: later, or brief, unobtrusive

    • Immediately - useful when the learner is lost and needs support

Writing

• The role of writing in real life and in the classroom – to be put in accordance – useful practice important

• Increase in written communication – though, new kinds of communication (e-mails, web forums, text messages – own shorthand, abbreviations, lexis – dictionaries of text-message conventions)

• The need for longer, formal written work – lessened (reflected in classrooms)

Writing conventions:

• Handwriting

• Spelling – dictation

• Punctuation (comma – conditional clauses, non-defining relative clauses, NEVER with “that”)

• Layout – postcards, emails, essays

Approaches to writing:

• Product writing – you want to see an email

• Process writing – the students discuss the topic, they write the first draft (návrh), discuss it, then rewrite it…

Types of writing work in the classroom

• Copying: noting down substitution tables from the board, copying examples from the book , disguised word copying (děti mají předlohu slova – například vytečkované slovo “pen”, pak to jen obtáhnou podle těch teček)

• Doing exercises: writing single phrases – limited options for creativity + making mistakes guided writing:

• Guided longer texts in restricted tasks – samples/models offered

• Process writing: learners write what they want to with help and feedback through the process of choosing the topic, gathering ideas, organizing thoughts, drafting, etc.

• Unguided/free writing: learners write freely without overt guidance, assistance or feedback during the process

The examples of tasks

• Instant writing – sentence writing, using music, using pictures (describing), writing poems

• Collaborate writing – using the board, dictogloss (teacher will dictate a short story, students listen, after listening students write down as much information as they remember, then they discuss it with their partner, then with other pair… → they should come up with the same story after this), writing in groups/pairs

• Writing to each other

• Write real letters/emails

• Write your own newsletter, magazine, blog

• Advertise (ideas, school events, products)

• Send comments, replies to discussions, reviews, etc. to websites

• Write questionnaires and use them out in the street

• Long-term projects (only sometimes, it’s not always possible)

• Apply for things, fill in registration forms, etc.

Evaluating written work

• The items to focus on:

  • Orthography - poor formation of letters, no lower-case letters

  • Punctuation - incorrect use of full stops, no other punctuation

  • Spelling - mistakes in moving sound to spelling

  • Layout - no attempt to lay the text out

  • Language - lexis or grammar errors

Responding to written work

• Constructive comments in the margins or under the text – when we expect another draft

• With the final product – say what you liked and what the learner might do better next time

• Another way – show alternative ways through re-formulation

• Selective corrections – “today I will focus only on lexis/punctuation…”

• Use coding („S“ - spelling, „WO“ - word order)