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Authentic speaking materials for future teachers and translators: "Noticing" in language activities [Elektronski vir]
Hempkin, Kirsten
The P-P-P (presentation - practise - production) approach to teaching has long predominated in the English language classroom. It requires the presentation of a language/grammar point by the teacher ...and its immediate practice and production by the learner. However, in response to recent research on second language acquisition and recognition of the role of corpora in language learning and teaching, there has been a shift towards the I-I-I (illustration - interaction - induction) approach, in regard to spoken language in particular. Instead of the emphasis on the immediate use of a feature of the target language, teachers instead attempt to raise learners' awareness or consciousness of it. The focus is placed on the meaning of the structure and discussion of the choices open to learners regarding it. Ultimately, learners are guided and encouraged to "notice" gaps - the particular features of the target language that they lack in their own interlanguage (the language they use and understand themselves). Authentic materials in particular sit well with the I-I-I approach, as they provide teachers with a rich and varied source of the target language. This paper explores the theory of "noticing" as part of the wider I-I-I approach and presents how it has been incorporated into the authentic materials used in language development classes for future teachers and translators at the Faculty of Arts, Maribor.
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