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To get learners to use
whatever English they know to do real-world tasks with observable
non-linguistic outcomes is what MCTs are called for. No prepping
or 'useful' vocabulary pre-teaching should be involved. Instead of the
traditional PPP sequence, learners go through self-identification,
contextualization, complication, info search, resolution, and evaluation
steps. Another important purpose of MCTs is to generate a wider
range of (unpredictable) learning outcomes in the form of learning
events, not to pursue planned linguistically-defined teaching
objectives.
The presented real-world
tasks are expected to create cognitive, emotional, interpersonal
tensions that should be resolved with the language as a mediation tool.
While working on an MCTs in groups, learners can become aware of their
current abilities and limitations to use English, what language form
they lack to express contextualized personal meanings, develop the sense
of ownership in the learning process.
Each MCT has
the following features:
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These tasks
can be completed both in- and outside-classroom time. Ideally, learners
should complete them in groups: a learner, working alone, may find some
of these tasks challenging.
The purpose
of these tasks is to train learners' ability to effectively manage their
personal focus of attention resources in real time, get them to notice
new form-meaning relations, and initiate interaction about their newly
discovered problems with the language.
Each FonF-T
has the following features:
-
printable
worksheets
-
multimedia
input
-
answer keys
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This group
of tasks (exercises) is suitable for self-study outside-classroom
practice. After learners have become aware of certain problems
with their language, they can choose to focus on specific language
elements at different levels.
Each LFE has
the following features:
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