Top Tweets for #mininputmaxoutput

over 1 year ago

💡 On using model texts + text reconstruction to develop productive skills in MFL 👇👇👇 #mfltwitterati #langchat #mflchat #ExploitingTexts #mininputmaxoutput

TextActivities @TextActivities

over 1 year ago

#mfltwitterati 👇👇👇 When it comes to exploiting texts for language teaching, the choice of text matters... 🌎 https://t.co/aFdIwPjhrf Different types of texts suit different purposes. Some types of text often seen in language teaching classrooms include: 1⃣ Texts for reading comprehension tend to contain more receptive structures and vocabulary that are more challenging for students. The aim is to "test" students' ability to answer questions related to a text. Typically students are required to use strategies such as skimming (reading for gist) and scanning (looking for specific info), and they are not generally required to fully understand the text or to engage with the language content beyond what is required to answer the questions. Many texts found in textbooks -- especially at lower levels -- fall into this category, I guess because they are the sorts of texts they will encounter in MFL exams. 2⃣ Texts for extensive reading are usually much longer than comprehension texts (as the name implies) and usually contain language which is highly comprehensible (>95%?). Students read for general interest and enjoyment. TPRS novels / Graded readers -- provided they are at the correct level for the student -- fall into this category. 3⃣ Texts as a springboard for follow up work of some kind, such as project work, discussion, etc. Although they may be used as a springboard for more productive work, these tend to be informative texts where the aim is for students to gather information about a particular topic so that they can then move on to the follow up task. These texts are more commonly used at higher levels of proficiency. 4⃣ Model texts with a production focus are generally texts containing language most of which we would like to find its way into students' (productive) linguistic repertoire, language that students can internalise and use or adapt to create their own spoken or written "output". This category includes, for example, the "parallel texts" used by those who use a "parallel text knowledge organiser" approach, where core vocab and structures are exemplified via a model L2 text broken down into sections and translated into the L1 so that students can see how different parts of the L1 and L2 texts relate to each other. The blog post in the link below focuses on category 4 above - Model texts with a production focus - and on how teachers can exploit this sort of text to the max using TextActivities, providing their students with TONS of different ways of practising the core vocab and structures contained within the text, and helping to embed these core structures and vocab items into their students' productive linguistic repertoire. Read more + try out TONS of example activities all based on the same production-focused text here: #TextActivities #ExploitingTexts

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