a way for them to use language in a meaningful context. Therefore, the teacher’s language allowed the students to participate in meaning-focused interaction, and consequently there is more variability in the structure of that communication. In second language classrooms, meaning-focused instruction will create more opportunities for students to use language for learning and to perform a range
Ⅲ. Classroom analysis (1)
- Excerpt 1
1. T: I’m going to ask you some questions first. I’m going to ask you some other questions too. Okay, ready? All right, Okay, What time is Joe meeting dave at the park? What time is Joe meeting date at the park? What time is Joe meeting date at the park?
2. Danny : Joe meeting
3. T: Joe meeting?
4. Danny : Joe was
5. T: Was?
6. Danny :
Defining Motivation
How do you define motivation?
-> The extent to which you make choices about
(a) goals to pursue
(b) the effort you will
devote to that pursuit
Conditional Sentences with Initial If Clauses
Proposing Options for Future Scenarios
Introducing Contrasts
Providing Examples Following Generalizations
Making Inferences
Proposing Options for Future Scenarios
Future Scenario with will in the main clause – Spoken
BENJAMIN-NETANYHU Iran is the world's greatest exporter of terror. If such aggression is not stopped, it w
The Contrastive Analysis Hypothesis
The first language system interferes with the second language system.
Structural analysis on the two language would enable teachers to predict the difficulties in acquiring second language.
It is quite common to detect where the speaker is from just by listening to his/her accent.
e.g.) French
Ladies and gentlemen