The Penta Pie for nutritious SLA activities Gerard

Processing CONTENT Receptive Being exposed to INPUT Processing FORM (i + 1) STRATEGIC ACTIVITIES

Being exposed to input (i+1) • • Abundant Just above actual proficiency level (i

Processing content • Content-oriented • Lifelike • Functional/informative (results in some sort of ‘product’)

Processing form • Content first (from fluency to accuracy and not reversed) • Don´t

Output production • Message before form • Reinforcement and feedback ditto • There should

Receptive strategies • Inform about – what – how – when • Practice •

Productive strategies • Elicit, reinforce and reward – simplifying – avoiding – copying –

SLA is helped by • A functional linguistic activity necessary to complete a realistic

Criteria for learning activities (FLIRT) • Functional (serves a purpose, leads to something) •

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The Penta Pie for nutritious SLA activities Gerard Westhoff The ECML (GRAZ) 5 – 8 April 2006

Processing CONTENT Receptive Being exposed to INPUT Processing FORM (i + 1) STRATEGIC ACTIVITIES Productive OUPUT Production Combining Applying CHUNKS RULES

Being exposed to input (i+1) • • Abundant Just above actual proficiency level (i + 1) Lifelike Informative (Contains something that is interesting to know) • Rich diversity of – reading/listening/looking – interest/age, etc. – register

Processing content • Content-oriented • Lifelike • Functional/informative (results in some sort of ‘product’) • Task based (functional embedded in realistic task)

Processing form • Content first (from fluency to accuracy and not reversed) • Don´t make it out to be a problem • Content-oriented • Let them create their own ‘grammar’ • Reward ‘can do’ (not ‘knowing why’ in the first place)

Output production • Message before form • Reinforcement and feedback ditto • There should be a genuine reason to produce language • Learners should be free in their choice of linguistic means • Connection to the learners’ own reality

Receptive strategies • Inform about – what – how – when • Practice • Awareness raising

Productive strategies • Elicit, reinforce and reward – simplifying – avoiding – copying – questioning • Use of the target language in the classroom

SLA is helped by • A functional linguistic activity necessary to complete a realistic task like – solving a problem – making a decision – giving advice – organizing an event, etc • The product of the task is principally open • The impact of the learning activity can be influenced by the product specifications

Criteria for learning activities (FLIRT) • Functional (serves a purpose, leads to something) • Lifelike / Current • Informative (contains information the learner would like to know) • Rich variety – Reading / listening / watching – Interest / age / etc. – Register / type of language • Tempting (i. e. in the zone of proximal development)