Guidelines+for+Communicative,+Learner-centered+Instruction

1. Provide Appropriate Input



8. Address Grammar Consciously University students usually need and appreciate direct instruction in points of grammar that are related to classroom activities. These students often have knowledge of the rules associated with standard use of their native language (metalinguistic knowledge) and can benefit from development of similar knowledge in the target language and discussion of similarities and differences. Discuss points of grammar in the contexts where they arise. Asking students to think through a rule in the context of an effort to express themselves clearly is a more effective way of helping them internalize the rule than teaching the rule in isolation. Two types of grammar rules to address when using authentic materials: 9. Adjust Feedback/Error Correction to Situation In the parts of a lesson that focus on form (see [|Planning a Lesson]), direct and immediate feedback is needed and expected. Encourage students to self-correct by waiting after they have spoken or by asking them to try again. Feedback techniques: Avoid feeding students the correct forms every time. Gradually teaching them to depend less on you and more on themselves is what language teaching is all about. In the parts of a lesson that focus on communication activities (see [|Planning a Lesson]), the flow of talk should not be interrupted by the teacher's corrections. When students address you, react to the content of their utterances, not just the form. Your response is a useful comprehension check for students, and on the affective level it shows that you are listening to what they say. Make note of recurring errors you hear so that you can address them with the whole group in the feedback session later (see [|Planning a Lesson]). 10. Include Awareness of Cultural Aspects of Language Use Languages are cognitive systems, but they also express ideas and transmit cultural values. When you are discussing language use with your students, it is important to include information on the social, cultural, and historical context that certain language forms carry for native speakers. Often these explanations include reference to what a native speaker would say, and why. Culture is expressed and transmitted through magazines and newspapers, radio and television programs, movies, and the internet. Using media as authentic materials in the classroom can expand students’ perspectives and generate interesting discussions about the relationships between language and culture.
 * Prescriptive rules: State how the language “should” or “must” be used; define what is “correct.” These are the rules that are taught in language textbooks.
 * Descriptive rules: State how the language is actually used by fluent speakers. The degree to which descriptive rules differ from prescriptive rules depends on the setting (casual/formal use of language), the topic, and the backgrounds of the speakers.
 * Paraphrase a student's utterances, modeling the correct forms
 * Ask students to clarify their utterances, providing paraphrases of their own