GAMZE TAŞLI – TUĞBA SİNGÖR

The purpose of the study ;This research evaluates to what extent our language teaching program promotes productive and receptive skills

These results showed us that our students are aware of the importance of productive learning. They also want to have an education system which balances receptive and productive skills. However, their exam results showed just an opposite situation.Their sentence completion parts are not as good as the multiple choice parts.

QUESTIONNAIRE

1.How frequently do you get to use your own sentence production in English grammar learning?2.How effective do you think it is in LEARNING ENGLISH?3.Compared to achievement outcomes (Exams 1 and 2)

INDIVIDUAL GROUP DATA

Group 1(311)

Q1 Mean response =4.6(frequency of sentence production use in teaching)Q2 Mean response =4.4 (attribution of Effectiveness)Achievement A(Multiple Choice)=71.6/100Achievement B(Sentence Production) =49.7 /100

Group 2(405)

Q1 Mean response =3.9 Q2 Mean response =3.7Achievement A=61.5/100Achievement B =36.3/100

Group 3(510)

Q1 Mean response =3.7Q2 Mean response =3.9

Achievement A =84/100Achievement B =70/100

Group 4(312)

Q1 Mean response =3.9Q2 Mean response =4.1

Achievement A =70/100Achievement B = 48/100

Group 5(302)

Q1 Mean response = 2.0Q2 Mean response =3.0

Achievement A=67.3/100Achievement B =50.38/100

Teaching Productive

Skills

Output-input

Text as models

Reception as part of production

Limbic Communication

System

Comprehensible Input (Krashen,1981)

Language is not soaked up. The learner must understand the message that is conveyed. Comprehensible input is a a hypothesis first proposed by Stephen Krashen

An English learner may understand the message ‘’Put the paper in your desk’’ by slightly changing the message to ‘’ Put the paper in the garbage’’ new information increases the learners language comprehension.

Comprehensible Output

Learners need opportunuties to practice language at their level of English Language competency in various ways

* English speaking peers* Group works* Cooperative Learning groups

Text as Models:

We can use model texts while finding phrases. Learners understand the structure easily and write their sentences by the help of model text.

Reception as a part of Production:

We don’t mean that reception is not important. There should be a balance between receptive and productive teaching and learning skills.

Limbic Communication System

Hebb ‘’Every individual is born with a complicated network of neurons which is randomly related to each other ‘’

Learning and memory process occur in the limbic system of our brains. Feelings such as anger , fear , pity occur in the limbic system of our brains .For instance we feel fear while walking along a lonely street or we start crying while watching a dramatic scene .All these reactions come from limbic sytem .What we care about this system is its relation with language learning .

Mac Lean ‘’Nothing can exist if we can not connect it with a feeling ‘’

Rosenfield ‘’ Without the emotions which evoke the memory , the memory can not exist ‘’

Emotions are important parts of learning If we ignore the emotional components of what we teach , our students can not get the core of the subject that we are trying to teach .

Language Production in Our

Program

Oral

portfolio

Written

Phrase productionSentence

production

Paragraph writing

Essay writing

A phrase is a group of words which form a constituent and so function as a single unit in the syntax of a sentence. A phrase is lower on the grammatical

hierarchy than a clause.NOUN PHRASESNoun phrases may serve as subjects, direct objects, indirect objects, or objects of prepositions. Most noun phrases are constructed using determiners, adjectives and a head noun.

My coach is happy with the scores(noun phrase as subject)

VERB PHRASESVerb phrases are composed of the verbs of the sentence and any modifiers of the verbs, including adverbs, prepositional phrases or objects. Most verb phrases function as predicates of sentences.

Henry made my coach very proud

What is a phrase ?

PREPOSITIONAL PHRASES

Prepositional phrases are composed of the preposition and a following noun phrase. Prepositional phrases are used either adjectivally to modify nouns or adverbially to modify verbs, adjectives, or clauses. Examples: The man in the house rented it. (prepositional phrase modifies a noun adjectivally) He went in the arena. (prepositional phrase modifies a verb adverbially)Dad was happy about the goal. (prepositional phrase modifies an adjective adverbially)

Language Learning

Receptive Productive

While Listening Note-taking

Reading: Multiple Choice/ cloze tests

Writing: guided / copy what they’ve seen / lack of creativity

Grammar: Azar has dialogue building parts but we skip them because we don’t have enough time

What kind of Productive Activities do we use in our lessons?

-Reading -Writing-Listening-Grammar

both are receptive

THREE TYPES OF GRAMMAR

1.Grammar of Structure: Refers to the way words and phrases are sequenced to make larger units. Structural grammar is an approach to the written and spoken language that focuses on the mechanics and construction of sentences. As such, structural grammar is not concerned so much with the implications of the words used to create the sentence, but with the construct of the sentence itself. This concern with sentence structure provides a basis for the creation of most written documents, and makes an assumption that what is seen on the surface is also the straightforward meaning behind the words of the sentence. Grammar of Structure provides us with powerful rules that explain a lot of mistakes that our students make.For ex: In many Asian languages such as Thai and Japanese EFL teachers commonly find their students saying:

- Raining now to mean

- It is raining

Because there is no equivalent for «it» in Thai.

2. GRAMMAR OF ORIENTATIONDeals with the verb system, articles, determiners, etc.These things all show how one part of a sentence is related to other parts of the sentence

For ex: present continous

- Easy -Short-Memorable

« the present continous is used to describe actions occurring now»HOWEVER;It also describes actions temporary or occur in the future.

PROBLEM: we give our students a part of the rule with the hope that they can learn these and later are able to put all the pieces together

RESULT: After spending many hours teaching the tense our students still make mistakes.

3. PATTERN GRAMMAR

Deals with how certain words commonly bond with other words in predictable patterns.

Ex: I wonder if you understood that last sentence

Make a list of words that can fill this blank:I wonder ……………………………………

Your list is likely to include:If I wonder if you understood that last sentenceWhy I wonder why you didn’t understand.What I wonder what the teacher is trying to do.Where I wonder where this all going.When I wonder when this will end….it’s driving me crazy

RECOMMENDATION

We should plan our lessons by taking into consideration the productive activities and exercises.Therefore, when we ask them to produce the language in portfolios-oral exams and achievements they can get better results.