F TA mars 2021 Steve Smith spsmith45 spsmith45aolcom Outline The role of repetition in the Working Memory model Implicit learning versus explicit learning for memory Using chunking to build oral proficiency ID: 1044205
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1. Cinq secrets de la mémoire pour la communication oraleFTA mars 2021Steve Smith @spsmith45spsmith45@aol.com
2. OutlineThe role of repetition in the Working Memory modelImplicit learning versus explicit learning for memoryUsing ‘chunking’ to build oral proficiencyPreventing forgettingRetrieval and fluency building
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4. Multi-storage model of memory
5. French teacher takeaways 1Visuals. Easier to explain something to students when they have a visual focus to channel their attention. Visually represent one use of the imperfect and perfect tenses in French by drawing a river with bridges. River represents continuing flow of an event – something was happening (imperfect tense) – while the bridges represent interruptions to the flow – something happened (passé composé).
6. French teacher takeaways 2RehearsalAny activity which allows students to rehearse language out loud or in their heads via the phonological loop aids retention. For example, when a student is rehearsing an answer in their head before they put up their hand, or when a student is silently replaying a phrase they have heard before they write it down. Examples: delayed dictation, delayed copying, ‘disappearing text’, memorising answers for an oral assessment.Using the ‘wait time’ technique in class.
7. French teacher takeaways 3When we listen, speak, read aloud or read silently we activate the phonological loop in working memoryValue of following text while listeningValue of phonics in early stagesPronouncing accurately helps with listening and reading comprehension which in turn develop oral fluency and accuracyA reading aloud element will be part of the new GCSE in England from 2025.
8. French teacher takeaways 4Elaborate processing Forces the student to hold a word in WM for longer than the few seconds whilst engaging the brain in higher order thinking.Examples: using vocab in different contexts, often in collocations – synonyms, antonyms, mnemonicsArgument against just learning meanings with apps or lists
9. Main takeaway?Oral proficiency builds over time thanks to comprehensible input which doesn’t overload working memory, interaction and much repetitionLong term gains from exploiting what we know about WM and LTM – attention, rehearsal and elaborate processing
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11. Implicit learningFirst language acquisitionImplicit knowledge (unconscious)Procedural memory/knowledgeAge-related?Oral communicative competence derives mostly from input over time
12. Explicit learningConscious – learning with awarenessIntentionalDeclarative knowledge – knowing about the languageBig question! The “interface” – can explicit knowledge become implicit?Good for metacognitive strategy development, e.g. knowing what you have to do to get the best mark in an oral assessment.
13. Oral proficiencyDevelops over time principally as a result of implicit learning. Explicit teaching of words, chunks and grammar helps.
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15. Chunking List one: XCA2PLO3B1FJZ4DH List two: 1FBI2BBC3CIA4SKY
16. Chunk and chain Mardi dernier // je suis allée / au cinéma // avec mes copines.
17. Words + grammar or lexical chunks?Oral fluency will develop more easily when language is encountered and practised in chunks (blocs lexicalisés).
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20. Lesson sequenceRead aloud some examples. Start with just the first row.Do some choral repetition for pupils to get used to saying the sentences.Get pupils in pairs to make up sentences (or do this as a whole class task with hands up or down)Then move to the next line and so on.In the end get pupils to make up full descriptions using all three lines.Then take away the displayed items and see what they can do from memory.
21. Lesson sequence7. If the above needs support use the “aural gap-fill technique”, i.e. give them parts of each sentence orally, then they complete.8. With some classes you could invite them to make up their own additions in each slot – some will ask about other destinations.9. Do some call and response translation into French.10. Pupils recording their mini talks at the end or for homework if you give them a copy of the sentence frame.11. Consider using a gapped version of the sentence builder.12. Play “Mind reader” – “Which sentence am I thinking of?”
22. One chunk at a time gameIn pairs or groups.Give the whole clas a starter chunk: « le weekend dernier »In turn each person adds a chunk to the previous one, making up a story as they go along. If a sentence comes to a natural end a pupil can say « point », then a new sentence begins.
23. 4ZUC!QAX!
24. Forgetting: the Ebbinghaus curveLa courbe de l’oubli
25. Spacing for building oral proficiency
26. Oral assessment prepLast minute rote learning helpsUsing gapped versions of paragraphs for self-quizzingRehearsing with eyes closedUsing a text to speech site or appUsing bullet point notesUsing picture prompts
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28. What is fluent retrieval from memory?Segalowitz (2016)Utterance fluencyCognitive fluencyPerceived fluencyhttps://core.ac.uk/download/pdf/78101209.pdf
29. Paul Nation (1991) “having ready access” to knowledge you already possess (p.1). “…from the very first day of learning a language, you can be fluent in the small amount of language you already know” (Nation, 2008). Nation, I.S.P. (1991). Fluency and learning. The English Teacher, (20), 1–8. http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1991-Fluency-MELTA.pdfNation, I.S.P. (2008). Developing fluency in reading. Video of seminar conducted at Seoul National University of Education: Compass Media. http://www.compasspub.com/english/teachers/seminars_view.asp?sch_kind=&sch_value=&knd=&h_seq=65&h_page=1
30. Fluency tasks for oral communicationActivities where language is retrieved from LTM under time pressure3,2,1 taskJust a minute Speed datingInstant teacher-led or paired translation from English to French
31. Bref…Oral proficiency develops over time primarily because of the ability to interact with comprehensible languageWords + grammar probably not the best approachSpaced, repeated encounters with relevant language presented in chunks and textsPractice and deliberate memorisation help with the retrieval, chunk and chain processMemory comes largely from implicit learning but we can use knowledge about Working Memory to build long-term retentionFluent recall can be practised
32. Merci!