![]() With more gifted learners, 90 % may suffice. understandable by the listeners/readers without help) is very unlikely to be conducive to learning. Masses of research have evidenced that with average-ability learners any L2 input that is less than 98 % comprehensible (i.e. Whilst grammar still places a prominent role in EPI, it serves the expression of communicative functions, hence EPI is about communicative lexicogrammar, construction grammar and usage-based grammar.įor more on the rationale and implementation of chunking, please refer to this previous post of mine prioritises the teaching of chunks derived from Communicative Functions ( see post here) over the teaching of single words and traditional grammar, in the belief that this approach (1) reflects the way the brain is hard-wired to acquire languages (2) speeds up fluency as it is a faster and more efficient way of producing language (3) facilitates processing by reducing the cognitive load on working memory (4) makes language learning more about communication and implicit learning and less about explicit learning and application of rules. ![]() Note that if you haven’t read my previous post, ‘How I teach lexicogrammar (Part 1)‘ I strongly recommend you do before reading on, so as to gain a better understanding of what follows.Į.P.I. ![]() In the present post I will concern myself with the eight key principles that are crucial for the success of my approach and anyone wanting to adopt E.P.I. In the first post in this series dedicated to my teaching approach, Extensive Processing Instruction (or E.P.I.), I discussed the M.A.R.S.
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