EBL for grammar The PAGeS project Llas Centre for EBL for the页的语法项目的llas中心.pptVIP

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EBL for grammar The PAGeS project Llas Centre for EBL for the页的语法项目的llas中心.ppt

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* EBL for grammarThe PAGeS project Peer-Assisted Grammar-revision (ebl) Sessions annie.l.morton@manchester.ac.uk Enquiry-Based learning in Language TeachingLLAS workshops-to-goDurham, 26th June 2009 The Manchester context Our first project in grammar and phonetics Product versus process PAGeS Finding your trigger and creating your scenario Organisation of first year core language module Fren10210 written grammar oral 220 post - A level students 10-16 in a class 3 x 1 compulsory hours – 20 credits Team of 7 qualified language tutors Our first project – the context Learning language rules perceived as dull, students not engaging… but expecting us to fill them with knowledge… “There has long been concern that traditional curricula, delivered and assessed in traditional ways, promote a surface approach to learning rather that a deep or even strategic one” Entwistle (1995) The EBLometerEBL or TBL? Process Product EBL not yet explicitly applied to grammar or phonetics EBL/PBL ill-structured problems, open-ended enquiry Emphasis on process TBL emphasis on product – only 1 right answer! Focus on problems whose answers known to teacher Task as carrier for language item Problem-solving element with controlled knowledge EBL in phonetics The oral programme Listening exercises Debates and presentations Phonetics and pronunciation Project format Sem 1 preparation Sem 2 - groups of 3 or 4 students (elect team leader) Discover the scenario 2 weeks research period Consult with SLT Present findings to class (in French!) Produce exercises for peers Produce of a dossier (exercises, self reflection sheets and annotated bibliography) Receive feedback from tutor and peers Phonetics lessons put on Blackboard Now fully embedded EBL in grammar Initial project proved ‘challenging!’ Reticence of some staff and students “We pay fees for quality teaching, which we get, however we wouldn’t if taught by other students” A Facilitator (2008) Way forward came from st