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Created with Fabric.js 1.4.5 Content and Sequencing Principles Format and Presentation Monitoring and Assessment Frequency Provide the best possible of coverage of language.Learners get the best for their process of learning. Strategies and Autonomy Train learners in howto learn a language, how to monitorand be aware oftheir learning. spaced Retrieval double click to change this header text! Increasingly spaced, opportunitiesto retrieve andgive attention. Language system Needs to be on the generalisablefeatures of the language. Keep moving forward Explicit language teachinggoals, cover useful language items, skills and strategies. Teachability Sequencing of itemswhen learners are most readyto learn. Teaching can havean effect if it occurs when learners are at the right stage. Learning burden Help learners touse most effectivetheir prior knowledge.This knowledge can help with pronunciation,grammar, vocabularyand discourse. Interference Items should be sequenced. Items whichare learned together have a possitiveeffect. Interference is avoided. Intrisic and Extrinsic To create motivation:interesting subject matters, control and decision making, clear outcomes, help them to beautonomous. Give the same time to each strand Meaning/focused inputLanguage/focused learningMeaning/focused outputFluency development Comprehensible input Ls are capable of building up understanding of thelanguage system before theyproduce language. Improvement in fluency 85% of words familiarwith learners / itemslearned days or weeksbefore / blocks of time for fluency. Development of productiveskills (speaking, writing) Make use of languageacross of a representativerange of discourse types. Language-focused learning Directed towards sound andspelling system, vocabulary, grammar and discourse patterns. 1- speed up learning2- overcome barriers totheir language development.3- positive effect onmeaning-focused learning. Time spent in L2 The more time learnersspend on language learning, the more they learn. Quality of the mental activity strategies add quality tovocabulary learning. 1- Mnemonic devices.2- Guessing from context strategie.3- Use of card withforeign language. Affective factors Integrative and Instrumentalmotivation Motivational teaching 1- Creating basic motivationalconditions.2- generating initial motivation.3- Maintaining and protectingmotivation.4- Encouraging positive restrospective self-evaluation. Individual learning styles Ls may learn more effectively if they can choose a styleof learning. Group sizeSpeed and intensity Representation of informationMental processUse of first languagesource of control Ongoingneeds and environment analysis stresses the importanceof doing environment and need analysis during the planning of a course Feedback About the process ofcommunication can bringabout valuable improvementin formal speaking and writing. After a message is sent, the sender may receivevarious aspects of the message. feedback from thelanguage use can come from the sender, from peoplewho receive the message, and from an observer ofthe communication process.
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