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The Use of Accuracy Based Activities

The document discusses strategies for making accuracy-based language activities more meaningful for students. It recommends contextualizing practice by linking form and function in real-world situations. It also suggests personalizing language by having students express ideas and opinions, and building awareness of social conventions and confidence through positive classroom interactions. The document also discusses modifying speech for beginning second language learners, such as speaking at a standard pace with pauses, using gestures, avoiding fused forms, and using shorter and simpler sentences with specific names.

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Umm Abu Rajeedz Guiapal-Kapina
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886 views14 pages

The Use of Accuracy Based Activities

The document discusses strategies for making accuracy-based language activities more meaningful for students. It recommends contextualizing practice by linking form and function in real-world situations. It also suggests personalizing language by having students express ideas and opinions, and building awareness of social conventions and confidence through positive classroom interactions. The document also discusses modifying speech for beginning second language learners, such as speaking at a standard pace with pauses, using gestures, avoiding fused forms, and using shorter and simpler sentences with specific names.

Uploaded by

Umm Abu Rajeedz Guiapal-Kapina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Use of

Accuracy- based
Activities
Accuracy precedes fluency. Form-
focused activities prepare students for
communicative tasks. These
activities have a high degree of control
and focuses on specific language
components.
To strike a balance, Hedge (2000)
describes how to make accuracy-
based activities meaningful.
1. Contextualized practice. This
aims to establish the link between
form and function. The activity
should highlight the situation
where the form is commonly used.
2. Personalizing language. Personalized
practice encourages learners to express
their ideas, feelings, and opinions. These
activities help learners to use language in
interpersonal interactions. A variety
gambits or useful expressions should be
provided.
3. Building awareness of the social
use of language. This involves
understanding social conventions in
interaction. Communication strategies
are directly taught and practiced
though contextualized activities.
4. Building confidence. The key
is to create a positive climate in
classroom where learners are
encouraged to take risks and
engage in activities.
Talking to Second
Language Learners
in the beginning
level
Carry (1997) suggests that teachers
need to make speech modifications as
a form of instructional support when
teaching with second language
learners.
1.Speak at standard speed. This
means providing more and slightly
longer pauses to give students more
time to make sense of the utterances.
2. Use more gestures, movements and
facial expressions. These provide
emphasis on words and give learners
extra clues as they search for
meaning.
3. Be careful with fused forms.
Language compressions or reduces
forms can be difficult for learners. Use
these forms without overusing or
eliminating them altogether.
4. Use shorter, simpler, sentences.

5. Use specific names instead of


pronouns.
Thank you

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