Text it out! Language in teenage context. Karolina

Text it out! Language in teenage context.
Karolina Kotorowicz-Jasińska
Use of English as SKILL
 more than Focus on Form
 structures and lexis communicate meaning
 context sensitive
 developing the skill is a long process
 developed through incidental learning (to a major extent)
Use of English as the most difficult part of the exam:
 phrases in context
 micro-production
Developing use of English through texts:
 moving from text to language (working with the
language of texts)
 moving from language to texts (pre-teaching multiword unit/phrases in context)
 using the potential of student-generated texts
building students’ knowledge of
the language in context
putting the knowledge into use
Pedagogical value of making videos
 use of English practice – students are forced to produce target forms in context
 induces creative language processing
 language contextualised by learners, made meaningful to them
 brain-friendly learning (‘neurodydaktyka’) – the brain is forced to make an effort, deeper
processing of the target forms is required, which makes the language more memorable
REFERENCES
Achard, M. 2004. Grammatical instruction in the Natural Approach: a cognitive grammar view. In
Jordens, P. (ed.) Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching
and Foreign Language Teaching. Mouton de Gruyter
Grabe, W. 2009. Reading in a Second Language: Moving form Theory to Practice. Cambridge University
Press
Żylińska, M. 2013. Neurodydaktyka: nauczanie i uczenie się przyjazne mózgowi. Wydawnictwo Naukowe
Uniwersytetu Mikołaja Kopernika
© Macmillan Education 2015