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    Chapter 8 - H Brown

    Uploaded by

    Missy E'ein
    This document discusses ways that learners can generate their own learning materials. It outlines 7 methods for utilizing learners' own language in material production: 1) retrospective error focus, 2) prospective error focus, 3) learner transcription of stories, 4) learner-generated texts, 5) drama, 6) transcript comparison, and 7) picture description. Each method is described in 1-2 sentences and emphasizes having learners produce and analyze their own spoken or written work to improve language skills in a self-directed manner. The document argues that learner-generated materials promote self-correction, private feedback, and bonding between teachers and students.

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    Download as PPTX, PDF, TXT or read online from Scribd

    Chapter 8 - H Brown

    Uploaded by

    Missy E'ein
    44 views19 pages
    This document discusses ways that learners can generate their own learning materials. It outlines 7 methods for utilizing learners' own language in material production: 1) retrospective error focus, 2) prospective error focus, 3) learner transcription of stories, 4) learner-generated texts, 5) drama, 6) transcript comparison, and 7) picture description. Each method is described in 1-2 sentences and emphasizes having learners produce and analyze their own spoken or written work to improve language skills in a self-directed manner. The document argues that learner-generated materials promote self-correction, private feedback, and bonding between teachers and students.

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    review on the book written by H. Brown on chapter 8

    Original Title

    Chapter 8 - H brown

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    © Attribution Non-Commercial (BY-NC)

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    This document discusses ways that learners can generate their own learning materials. It outlines 7 methods for utilizing learners' own language in material production: 1) retrospective error focus, 2) prospective error focus, 3) learner transcription of stories, 4) learner-generated texts, 5) drama, 6) transcript comparison, and 7) picture description. Each method is described in 1-2 sentences and emphasizes having learners produce and analyze their own spoken or written work to improve language skills in a self-directed manner. The document argues that learner-generated materials promote self-correction, private feedback, and bonding between teachers and students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    44 views19 pages

    Chapter 8 - H Brown

    Uploaded by

    Missy E'ein
    This document discusses ways that learners can generate their own learning materials. It outlines 7 methods for utilizing learners' own language in material production: 1) retrospective error focus, 2) prospective error focus, 3) learner transcription of stories, 4) learner-generated texts, 5) drama, 6) transcript comparison, and 7) picture description. Each method is described in 1-2 sentences and emphasizes having learners produce and analyze their own spoken or written work to improve language skills in a self-directed manner. The document argues that learner-generated materials promote self-correction, private feedback, and bonding between teachers and students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 19

    CHAPTER 8

    Materials generation
    How? Choose the learning materials. Adapt + produce materials to be used as the basis of teaching. Present these materials. Why? Necessity - Dissatisfaction with available materials - Lack of resources for copying Recognition - Learners are also a source of knowledge

    What are other forms of material can learner produce?

    1. Utilising learners language 2. Learner-produced exercise and worksheets 3. Learners as teachers 4. Learner-based teaching

    Increasing readiness on the part of the teacher to share responsibility with learners for materials production

    Utilising learners language


    1.1 Retrospective error focus 1.2 Prospective error focus 1.3 Learner transcription of their own stories 1.4 Learner-generated texts for use with other learners 1.5 Drama 1.6 Transcript comparison 1.7 Picture description for examm preparation

    1.1 Retrospective error focus


    Definition: 1 a (1) : of, relating to, or given to retrospection (2) : based on memory <a retrospective report> 2 : affecting things past : RETROACTIVE <retrospective laws>
    Source:http://www.merriam-webster.com/

    Principles
    1. 2. 3. 4. Present the errors in written form. Embed the errors in sufficient context. Mix in afew correct examples (from learners) Do not indicate which learner has made a specific error. 5. Group instances of similar errors. 6. Do not make the list too long.

    Why?
    As a stimulus to self-correction General awareness raising Errors prediction

    1.2 Prospective error focus


    Definition: 1 : relating to or effective in the future 2 a : likely to come about : EXPECTED <the prospective benefits of this law> b : likely to be or become <a prospective mother>
    Source: http://www.merriam-webster.com/

    Why? Students are asked to do tasks for which they feel inadequately prepared. How? 1. Error-list procedure 2. Presenting learners in advance of the activity

    1.3 learner transcription of their own stories


    Steps: 1. Learner tell a story of their own. 2. Learner listen to their own recording of the story. 3. Learner transcribe the recording. - (writes in corrections of his/her errors and underlines any sections about he/she feels unsure) 4. Submit to the teacher. 5. Teacher listen to the recording, checks the corrections and respond to the underlined sections.

    Why?
    Real/authentic Prompt questions and discussion Offer real insight into peoples lives Bonding (teacher-students relationship)

    Benefits
    preserve face opportunity of selfcorrection Feedback - Private - Economical - Focused - comprehensive

    1.4 learner-generated texts for use with other learners


    Procedures: 1. Students sit in small group. 2. Recieve a standard prompts to guide planning. 3. Students take turns to tells their story based on the guidelines. 4. In groups, choose the best story and develop this.

    cont...
    5. Each group tells the story to the rest of the class, ask clarification quetions and suggest recommendations for improvements. Each group writes up a final version of the story, which can be subsequently recorded. The group devises comprehension quetions of the story.

    6. 7.

    Benefits
    Help students to generate ideas Stimulate the writing process Replicates real-life writing (drafting and redrafting) Can benefit learners with different strength and weaknesses - Personalized activity - Discussion is purposeful - Stories of real interest to the other students

    1.5 Drama (based on students stories)


    Benefits: Opportunities to use language spontaneously and creatively Promote creativity and improvisation Promotes collaborative work

    1.6 transcript comparison


    How? Students carry out comparison of at least two transcript. Emphasis: - form/content - How different individuals have chosen to express the same idea

    1.7 Picture description for exam preparation


    Procedures: 1. Students describe a picture and record using casette recorder. 2. Transcribe the recording. 3. Writes in colors corrections 4. Teacher provides individual feedback.

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