By Peter Wilberg
ONE to 1 is a guide for academics of commercial and government English. It offers academics with an procedure and hugely sensible principles for the small team and one to 1 educating scenario.
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Additional resources for One to One: A Teacher's Handbook
Yip observes When a learner’s state of L2 knowledge leads her to overuse a rule, construction, and so on, there is nothing in the input to tell her not to use it. Although natural input provides alternatives, these may not be noticed and over-generalisations may become fossilised. Someone has to say what is not possible and this is clearly a task for the teacher. Nothing could be worse, however, than an obsession with errors or teacher-dominated correction. What is needed is reformulation, perhaps with Did you notice ...
This suggests a revised role for the learners’ own language (LI), which is discussed more fully in Chapter 4. Teaching materials should contain dialogues containing Fixed Expressions, Exercises and Activities which practise them but also straightforward lists. In these, Expressions may be glossed in dictionary-like fashion with the suggestion that learners should look for equivalents in their own language. A major departure from traditional methodology is the explicit suggestion that the teacher should not dictate what is then done with the list.
Our concern has been largely descriptive, and it is not self-evident that the description can or should be taken into the classroom. Two things are, however, clear: if the idea of lexical chunks is to be of real help to learners, we need to identify a powerful strategy which will inform the teacher’s mindset and pervade all the activities of the lexical classroom and, as the linguistic features we have discussed occur in other languages, we need to re consider the role the learners’ mother-tongue (L I) plays.