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6 thoughts on “Output”

  1. If we can just relax and provide the input that Ben describes in the way we know works, then we can let go of planned, intentional lists of structures and vocab and just let things come up. Should be easier on us all.
    Yet….I still succumb to some structured warm ups that focus on explicit language and that take far too long…..I do it because it’s easy and gives me a sense of control…and I think I am afraid that they will get bored with just talking about themselves…

  2. “…I think I am afraid that they will get bored with just talking about themselves…”.
    Maria I am rethinking thatgeneral kind of PQA in favor of the three steps and stories – classic TPRS, if you will. I will blog on this tomorrow. No big deal, but just some inquiry into whether just talking to the kids in generalized PQA, which a lot of us seem to be doing these days – there’s been a run on PQA lately – is as valuable as the three steps as we got them from Blaine.

  3. 1. http://www.youtube.com/watch?v=J24ZL_Y5dV8 forces FUN output.
    2. Some lab work here shows kids like to imitate before knowing what they are saying. For example, watching some youtube cracks ’em up. Naturally they imitate some part, for each other (not for me). It’s like one phrase that tickles them. So we play it over and over. We MIMIC it for as much fun and as long as we can. Now what was an Affective Filter is dead meat. The kids are pumped. Ready. Now it’s my turn. We break down phrase words SLOW circle point pause. We use the same words in other contexts the kids care about. But we start before the brain makes meaning. We start with the fun, emotional, acoustical, experiential part of the words. The Mimic.
    I want output (earlier and more fun) because my customers want it. I also want it because I want them to get input easier. They need to tune into new sounds. Mimicry and such helps them to experience the sounds, better identify with the sounds, and now hear the sounds more easily. Now more input can be more comprehensible.

  4. I’m with you Duke. Alot of children, the younger ones especially, LOVE singing and role playing. When they play naturally at home, they are imitating/mimicing as a normal part of their development. Why not take advantage of this in the L2 classroom!
    What langauge do you teach Duke? If ESL, do you know Genki English? It pumps them up, fascinates them and is super fun. They go home smiling and singing the songs because it sticks! What’s even better is that they can transfer the language from the songs into real life very naturally. This kills the affective filter.
    In this video I would hope that those who are more outgoing had volunteered to sing and act while the shyer ones were listening and laughing. I think it’s ironic that many famous actors say that they were horribly shy as a child….

  5. Yes, completely agreed. We want spontaneous fun output. When it happens in class we go for it. We just don’t want forced output that lacks spontaneity, which, in classrooms, takes the hideous form of a teacher telling a kid, in the name of foreign language instruction, to do something that they don’t really want to do. It’ s not only embarrassing (affective filter) for the kid, but the teacher is, in the invisible world, sending the message that the kid is not up to par, is somehow lacking, and needs to work harder to be what the teacher wants. That sucks, and, in my view, is the norm in most classrooms, which explains why they are so tomb-like, and why the teacher is so nervous inside.

  6. What we want, what we honor is interaction. Sometimes that takes the form of output. Output for output’s sake is only effective for a small percentage of students a small percentage of the time. Output for the sake of interaction is pure gold.
    with love,

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