Skip to main content

Online CPD presentations

UPDATE: by 5th April there will be 17 CPD screencasts on the YouTube channel. Latest subjects include working with picture sequences, individual pictures for creative storytelling, memory, reading and exploiting written texts. More to come.

*********************************************************************************


Being confined to base has given me an opportunity to work on a new project which should be of help to language teachers new and old.

I’m in the process of creating presentations on various aspects of language teaching. So far, as I write, seven talks of around 15-25 minutes each have been uploaded to my YouTube channel.

Topics covered so far include the process approach to listening, phonics and phonology, interpersonal listening, task-based listening, grammar and lexicogrammar. I’m partly drawing on existing slides I’ve used at conferences and in schools, partly creating new material. In each talk I try to include a mix of research background and practical classroom activities. The mix varies depending on the topic. I’m using Screencast-O-Matic to record my presentations. I can recommend that, by the way.

Future talks will cover reading, vocabulary teaching, question-answer technique, teaching grammar through listening, target language use and much, much more.

These presentations are publicly available for all. I had originally intended to run some live webinars, but the demand on Facebook and Twitter has been so high that I thought recorded talks would be a more efficient solution.

So if you visit my channel and subscribe you’ll get alerts, I presume, about new uploads. Feel free to leave comments and questions and I’ll endeavour to respond. Here’s the link:

https://www.youtube.com/user/spsmith45

Comments

Post a Comment

Popular posts from this blog

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
4 comments
Read more

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).
Post a Comment
Read more

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g
2 comments
Read more