TAXONOMY OF KINDS OF PRACTICE – UNEB / 2006.
II – Profº Robélio Caria Filho
HIGHL Y CONTROLLED
PRACTICE
 Accurate production of
Target Lang, orally
 Fluid oral production of
AIMS Target Lang
 Manipulation of sounds,
stress, intonation
 Confidence - building
FOCUS LANG____ ¤ or ¤
_________COMMU.? L C
None- Teacher
Imposes all lang- practiced.
RANGE OF LANG.
CHOICE:
-st
T -st mostly
INTERACTION -st
¤ ¤
St - st; st – st
Modeling / demonstrating
Leading
Participating
TEACHER’S ROLE Monitoring
Intervening
Error inadmissible
 Rigorous correction of all
DEALING WITH ERROR errors in production of Target
Lang
 Mostly teacher-centred
 Choral repetition
 Individual repetition
 Backchaining drill
 Mutter drill
EXAMPLES  Substitution drill
 Transformation drill
 Imposed Dialogue
(B/B; book tape)
 Question & answer
drill
 close
LESS HIGHL Y
CONTROLLED PARCTICE
 Opportunity for recall
 Reinforce meaning through
new context
 More pronunciation
practice
 Some practice in choice-
making
 Confidence- building
 Manipulation of form
¤ ¤
L C
Very limited – If the activity has
been devised properly, only
Target Lang should be poss,
but is not actually imposed.
-st
T -st initially
-st
St - st; st - st
 Organizing
 Monitoring
 Intervening
 T – st
 St – st
 Self
 Still no room for error here
 Open pairs
 Elicited/ dialogues
monologues
 Cued dialogues
 Narrative – build
 “Controlled” info. Gap
 Text survey
 4/5- line drills
 “Drill” + personalized end
LESS CONTROLLED
PRACTICE
 Practice in choice-making
 Reinforce meaning through
new context
 Experimenting with
communicative of
Target Lang
 Practice in dealing with
umpredictability
L C
Broader – This is where
leamers compare target Lang
to other lang with which this
could be confused.
Pron. Work concentrates on
intonation for conveying mood.
Sts are given “communication
strategies”.
-st
T -st at organization stage
- st
¤ ¤ -st
St - st; pairs / groups
 Monitor / helper during
preparation
 Emergency intervention
 Resource(for expressions
requested).
 Prompts for self-correction
 T – st
 St – st
 Error only dealt with if it
obscures intelligibility
 Highly cued role-play
 Relating stories
 Describe &
do/make/draw/compare
 “Communication games”
FREER PRACTICE FLUENCY PRACTICE
 Practice in choice-making  Build on communicative
 Exposing ss to competence
umpredictability and  Opportunity for risk-taking
allowing them to deal experimenting creativity
with it  Render the teacher
 Opportunity for self- redundant
expression
 Internalization of Target
Lang.
¤ ¤
L C L C
Lots. If the Target Lang …not  Leamers’ entire
prompted- But during lead-in to language repertoire
the task students are  No discussion of appropriate
encouraged to think lang
appropriate to the task.  All communication strategies
encouraged.
-st -st
T -st at organization stage T -st at organization stage
-st -st
¤
St - st; pairs / groups St - st; pairs / groups
 In setting up task: checking  Setting up
communication strategies/  Monitoring
comp. of instructions for the
task.
 During task discrete
monitoring
 Listening out for correct ss
use of Target Lang in the
context.
 Intervention only where st A  Post-activity errors analysis?
´s  Reminder appropriate language
Unintelligibility inhibits st B
 T makes a not major errors
for post-activity comment
 Role-play
 Discussion –
for/against
 “If I were…”
 Problem – solving
 Describe and…
 Relating personal
experiences.