Республикасы Оқу-ағарту министрлігі
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- Бұл бет үшін навигация:
- ‘comprehensible input’
| Planning. In the pre-writing stage, the learners are encouraged to gather as much information about the topic as possible through activities such as:
brainstorming quick write answers to questions discussions Learners can - and should - work collaboratively during this stage. They can use techniques such as creating lists, mind maps and charts in order to brainstorm and select the ideas they'd like to include in their texts. This can be done in or outside the classroom. Using education technology tech tools such as Padlet and Edmodo might enable the teacher to set collaborative work while students are at home. After generating enough ideas about the topic, the learners sort and organize them into an outline, preferably a visual diagram. For instance, teachers can begin by instructing the students to brainstorm for words and phrases to form a vocabulary bank. The bank would be later used to execute the task. Generally, brainstorming is seen as a stage to generate ideas. But we can make this process more fine-tuned and provide ‘comprehensible input’ by making the students develop the vocabulary bank. The bank, they need to be told, should contain task-specific words and phrases under several parts of speech. An example vocabulary bank for an essay-writing task on a topic: Our food habits may look like Table 1.1 below: Along with asking students to pay attention to the lexicon, it would be useful to discuss things related to text grammar and text characteristics that can be used during writing. To raise student awareness of text grammar, we can discuss aspects like - what should be the choice of tense in the text; whom they should keep in mind as their readers and then choose the voice and tone of the text. In discussing the text structure, teachers should insist on creating an idea map with links between the key ideas. The links will capture the text structure. This will make the students work on macrostructure (coherence) and decide what will go into each paragraph and also begin to think about inter-paragraph links. So far what we have asked our students to do is to systematically plan their writing. This forms are very important in the first stage in the process of writing. Research in the area of cognition shows that planning has a direct positive impact on language performance in that it can help students produce more accurate, fluent and meaningful writing that is both grammatically and lexically complex. Drafting. Drafting is the first attempt at writing. The stage is largely internal and student specific when individual factors come into play. However, if we carefully design and use writing tasks, then the tasks can yield language output of varying degrees of complexity, both lexical and grammatical and help in the interlanguage development of ESL students. When the learners have gathered enough ideas about the topic, they start writing the first draft paying attention to the following points: At this stage, the focus is on fluency in writing; The learners should not be preoccupied too much with accuracy. While drafting, the audience should be taken into consideration because having the audience in mind gives direction to the writing; There might be some kind of response to the students’ drafts either from other peers or from the teacher. This can be in the form of a quick oral or written initial reaction to the draft. Another important factor that influences output is the quality of ‘schema’ or background knowledge students have on - (a) the topic and (b) the structure of the genre they are writing. It is a good idea to base their writing tasks on topics they do not have to struggle for content; they can generate it quite easily. So ‘presentation’ of the content in the second language is what they can pay more attention to. Students can be driven to create a vocabulary bank that is quite detailed and with varied items, provided they have enough background knowledge about the topic. Another way we can help students during this largely individual stage is to remind them to pay attention to their planning notes and use those – the vocabulary bank and the idea map – as closely as possible during writing. As students will be given the chance to revise and edit their texts later, the accuracy of language, punctuation and vocabulary is not essential at this point. Composing the text can be done individually or collaboratively - learners can be given the chance to choose, according to their preference. Teachers should tell children the first step is to just get their thoughts on paper. If it’s hard for them, you become their scribe. They talk and you write. If they do not have trouble at this level, make sure they know the focus here is on their ideas. They do not have to worry about spelling, punctuation or grammar. They will have time to go back and work on all that. жүктеу/скачать 0.79 Mb. Достарыңызбен бөлісу:
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