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    Introducing New Language

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    Olivia-A. Tudoran (Cretu)
    The document outlines a five-stage model for introducing new language: 1) Lead-in introduces context and demonstrates meaning, 2) Elicitation checks student understanding, 3) Explanation teaches language construction, 4) Accurate reproduction has students practice models, and 5) Immediate creativity has students make new sentences. During elicitation, the teacher evaluates student ability to determine the next steps, such as moving to explanation if they cannot produce language or practicing accurate reproduction if mistakes are made. The goal is for students to understand meaning, use, and form of the new language well enough to creatively produce their own sentences by the end.

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    Introducing New Language

    Uploaded by

    Olivia-A. Tudoran (Cretu)
    374 views2 pages
    The document outlines a five-stage model for introducing new language: 1) Lead-in introduces context and demonstrates meaning, 2) Elicitation checks student understanding, 3) Explanation teaches language construction, 4) Accurate reproduction has students practice models, and 5) Immediate creativity has students make new sentences. During elicitation, the teacher evaluates student ability to determine the next steps, such as moving to explanation if they cannot produce language or practicing accurate reproduction if mistakes are made. The goal is for students to understand meaning, use, and form of the new language well enough to creatively produce their own sentences by the end.

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    The document outlines a five-stage model for introducing new language: 1) Lead-in introduces context and demonstrates meaning, 2) Elicitation checks student understanding, 3) Explanation teaches language construction, 4) Accurate reproduction has students practice models, and 5) Immediate creativity has students make new sentences. During elicitation, the teacher evaluates student ability to determine the next steps, such as moving to explanation if they cannot produce language or practicing accurate reproduction if mistakes are made. The goal is for students to understand meaning, use, and form of the new language well enough to creatively produce their own sentences by the end.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    374 views2 pages

    Introducing New Language

    Uploaded by

    Olivia-A. Tudoran (Cretu)
    The document outlines a five-stage model for introducing new language: 1) Lead-in introduces context and demonstrates meaning, 2) Elicitation checks student understanding, 3) Explanation teaches language construction, 4) Accurate reproduction has students practice models, and 5) Immediate creativity has students make new sentences. During elicitation, the teacher evaluates student ability to determine the next steps, such as moving to explanation if they cannot produce language or practicing accurate reproduction if mistakes are made. The goal is for students to understand meaning, use, and form of the new language well enough to creatively produce their own sentences by the end.

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    We can now look at a general model for introducing new language which gives an overall picture of the procedure.

    The model has five components: lead-in, elicitation, explanation, accurate reproduction, and immediate creativity. During the lead-in the context is introduced and the meaning or use of the new language is demonstrated. This is the stage at which students may hear or see some language (including the new language) and during which students may become aware of certain key concepts. The key concepts are those pieces of information about the context that are vital if students are to understand the context and thus the meaning and use of the new language. If we are introducing a dialogue in which a visitor to a town is asking for directions from a local resident it will be necessary for the students to understand that: 1 The speaker is a stranger. 2 He or she doesn't know where something is. 3 He or she is talking to someone who lives in the town. With this knowledge the students will understand what the speaker is saying (and why) in the following dialogue: VISITOR: Excuse me! RESIDENT: Yes? VISITOR: Where's the station? RESIDENT: It's opposite the hospital at the end of this street. VISITOR: Thank you very much. RESIDENT: Don't mention it. During the elicitation stage the teacher tries to see if the students can produce the new language. If they can it would clearly be wasteful and de-motivating for them if a lot of time was spent practising the language that they already know. At the elicitation stage - depending on how well (and if) the students can produce the new language - the teacher can decide which of the stages to go to next. If the students can't produce the new language at all, for example, we will move to the explanation stage. If they can, but with minor mistakes, we may move to the accurate reproduction stage to clear up those problems. If they know the new language but need a bit more controlled practice in producing it we may move directly to the immediate creativity stage. Elicitation is vitally important for it gives the teacher information upon which to act: it is also motivating for the students and actively involves their learning abilities. During the explanation stage the teacher shows how the new language is formed. It is here that we may give a listening drill or explain something in the students' own language; we may demonstrate grammatical form on the blackboard. In other words, this is where the
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    students learn how the new language is constructed. During the accurate reproduction stage students are asked to repeat and practise a certain number of models. The emphasis here will be on the accuracy of what the students say rather than meaning or use. Here the teacher makes sure that the students can form the new language correctly, getting the grammar right and perfecting their pronunciation as far as is necessary. When the students and teacher are confident that the students can form the new language correctly they will move to immediate creativity. Here they try to use what they have just learned to make sentences of their own, rather than sentences which the teacher or book has introduced as models. It is at this stage that both teacher and student can see if the students have really understood the meaning, use and form of the new language. If they are able to produce their own sentences they can feel confident that the presentation was a success. The purpose of an accurate reproduction stage is to give students controlled practice in the form of the new language. We will look at three stages of this part of the lesson, choral repetition, individual repetition and cue-response drills. During the accurate reproduction phase there are two basic correction stages: showing incorrectness (indicating to the student that something is wrong) and using correction techniques. There are a number of techniques for showing incorrectness: repeating, echoing, denial, questioning, expression. If students are unable to correct themselves we can resort to one of the following techniques: student corrects student, teacher corrects student. It is undoubtedly important for the students to understand the meaning of the new language they are learning. This is conveyed during the lead-in stage where key concepts clearly demonstrate what is going on. We also need to know whether the students have understood the new language so that we can organise our teaching accordingly. Not only is the lead-in stage vital, therefore, but it will also be necessary for the teacher to check frequently that the students have understood. If they have not we will have to re-present the key concepts. Checking meaning can be done in three ways, information checking, immediate creativity and translation.
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