4 - Fostering productive skills (speaking&writing)

• Oral production

• spoken interaction

• oral mediation

• conceptualisation

• formulating

• articulation

• self-monitoring

• teacher/students: an established power relationship

• focus on accuracy, lack of fluency

• atmosphere does not encourage free language use

• pleasant atmosphere

• teacher models natural language use

• group/pair work as a safe environment

• motvating topics

-> students will not pick up rules by teachers repeating them, experimenting must be allowed

• free discussions, role plays, so-called gap-activities

• require learners to negotiate meaning

• gap of information between speakers in the real world

  -> creates the unpredictability of normal discourse

• focus on the development of one aspect of language

• high degree of control over student input

• activities may be accurate or simulated

• repetition/many steps

• composing planning/revising

• non-linear procedures (one can go back and forth)

• cognitive

• complex

• errors accepted

-> focus on students expressing their feelings and ideas in a climate of encouragement

-> focus on different types of discourse organization in written texts (genre, text type)