Common Ground: Second Language Acquisition Theory Goes to the Classroom

Description

“Common Ground is accessible to teachers at all levels yet firmly rooted in current questions of second language acquisition (SLA). One of its primary strengths is the authors themselves, both of whom are accomplished language teachers who understand the challenges and opportunities in communication-focused language teaching. Their experience, expertise, insight, and enthusiasm for language teaching translate into a book that is refreshingly practical for teachers, especially teachers who are striving to break from traditional drills commonly presented in textbooks. I hope this book finds its way into the hands of every language teacher who is looking for concrete examples of how SLA principles meet the realities of the classroom." —Stacey Margarita Johnson, Vanderbilt University Front cover Half title Title page Copyright page Contents Preface Some Notes on Terminology Section I: SLA and Pedagogy Chapter 1: Guiding Principles What Do I Need to Know? Defining Acquisition Defining Communication The Three Modes of Communication First versus Second Language Acquisition The Role and Challenges of Language Teachers What Does It Look Like in the Classroom? Example 1: Transforming Grammar Drills Example 2: Transforming Dictation Activities Example 3: Interpretive Communication Activity Example 4: Presentational Communication Activity Example 5: Interpersonal Communication Activities Now That You Know Discussion and Expansion Questions Observation and Application Activities Chapter 2: Goals and Assessment What Do I Need to Know? Understanding Proficiency Levels Proficiency versus Performance Planning for Proficiency through Performance Assessing and Evaluating Performance Pros and Cons of Integrated Performance Assessments Considerations for Effective Rubrics Intercultural Communication Goals What Does It Look Like in the Classroom? Example 1: Thematic Unit for Novice Level Example 2: Adapted IPA and Rubrics for Novice Level Example 3: Thematic Unit for Intermediate/Advanced Level Example 4: Adapted IPA for Intermediate/Advanced Level Example 5: Activity on Products, Practices, and Perspectives Now That You Know Discussion and Expansion Questions Observation and Application Activities Section II: Interpretive Communication Chapter 3: Input What Do I Need to Know? Characteristics of Input The (Comprehensible) Input Hypothesis Sources of Input Compelling Learners to Understand Comprehension Checks The Role of Input Focus on Form Structured Input Activities What Does It Look Like in the Classroom? Example 1: Day 1 of Class Example 2: Introducing a New Topic Example 3: Engaging Students with Authentic Resources Example 4: Working with Infographics Example 5: Input Bracketing Example 6: Class Surveys Example 7: Storytelling with Drawing Example 8: Logic Puzzles Example 9: Memory Games Now That You Know Discussion and Expansion Questions Observation and Application Activities Chapter 4: Reading, Listening, Viewing What Do I Need to Know? The Importance of Interpretive Proficiency Engaging with Oral versus Written Texts Selecting Texts Reading and Listening Strategies Components of Interpretive Communication Lessons What Does It Look Like in the Classroom? Example 1: Short Informational Texts (Interpretive Reading) Example 2: Back-to-School Commercial (Interpretive Listening) Example 3: Asynchronous Interview (Interpretive Listening) Example 4: Animated Legend (Interpretive Listening/Viewing) Example 5: Newspaper Article (Interpretive Reading) Now That You Know Discussion and Expansion Questions Observation and Application Activities Section III: Presentational and Interpersonal Communication Chapter 5: Output What Do I Need to Know? Characteristics of Output The Output Hypothesis The Role of Output Process versus Product Scaffolding the Process What Does It Look Like in the Classroom? Example 1: Animated Video (Presentational Speaking) Example 2: Texting Dialogues (Presentational Writing) Example 3: Class Mascot Pitch (Presentational Writing) Example 4: For Sale (Presentational Writing) Example 5: Fan Fiction (Presentational Writing) Example 6: Mini-Research Study (Presentational Speaking) Example 7: Interactive Fiction (Presentational Writing) Example 8: Business or Product Pitch (Presentational Speaking) Example 9: Study Abroad Essay (Presentational Writing) Now That You Know Discussion and Expansion Questions Observation and Application Activities Chapter 6: Interaction What Do I Need to Know? Characteristics of Interpersonal Communication The Interaction Hypothesis Negotiation of Form and Meaning The Role of Interactional Feedback Interlocutor Characteristics Scaffolding Interaction Characteristics of Tasks Types of Tasks What Does It Look Like in the Classroom? Example 1: Menus (Info-Gap Task) Example 2: Shopping (Info-Gap Task) Example 3: Planning an Itinerary (Decision-Making Task) Example 4: Mystery Interviewee Example 5: Visual Analysis through Picture Talk Example 6: Simulated Interview Example 7: Book Club Chat Now That You Know Discussion and Expansion Questions Observation and Application Activities Epilogue: Reality Check Frequently Asked What-Ifs Wrapping Up Works Cited Back cover