Synoptic Preferred activities and Ectenic Preferred activities and
Learning Suggestions for improvement Learning Suggestions for improvement
GENERAL In class activities: GENERAL In class activities:
ADVICE - Discussion on the theme of the ADVICE - Preparatory discussions,
text predicting expected words, and
- Expanding the argument information, acquainting learners
- Listening and reading on the with the contents, can help
same theme ectenics.
- Debating - In the process of reading, give
- Selecting material according to the learners a fixed goal, such as
students' interests finding some piece of information
- Problem solving - When learners meet new words,
- Monologues help them to understand them
- exposure to several texts, through context
models, one after another in the - Prepare them ahead of time for
type of discourse and discuss the listening
similarity of the texts - Teach them different
- Let learners speak and do not communicative uses of necessary
stop them phrases
- Develop the ability to - Give examples of new
successfully enter into a expressions, lists of variations of
conversation already known expressions, and
- Let learners themselves propose word-building models
different compensation - Analyze sociolinguistic
strategies, and then have them peculiarities in conversations in
act out proposed situations. different situations, shown on
- Note sociocultural moments in film
films, discuss them, and act out - Ask learners to choose authentic
similar situations. situations from their own lives
- Analyze components of
sociocultural competence in the
native language and compare
them with components in the
second language
Field Profile: Field Profile:
independen De-contextualized learning. dependent Contextualized learning
t Separates details from the Need context and rely on own
context experience
Can deal with language out of Unaware of the important
context points
Focuses on a part of the Preferred In class Activities:
whole Summarizing, Gisting, Role-plays,
Good at analyzing the
language
Preferred In class Activities:
Guessing, Predicting, Completing
the story/ending, Recreating with
different outcome, Figuring out Suggestions for
on his/her own improvement/work on
weaknesses:
Suggestions for Should work on certain
improvement/work on aspects on the language
weaknesses: (grammar, vocabulary) so
Should work on that can deal with material
speaking/writing to focus on out of known context.
precision needed for higher
proficiency Keep on listening even if you
don’t understand a word or an
Summarize what you have heard idea. Most people repeat
after listening themselves. Don’t panic, maybe
Write down a summary of what something you did not
you have heard; if there is understand will be mentioned
opportunity to listen again or ask later. Listen for synonymous
questions, you can “fill in the words. Use contextual clues. Let
blanks” and verify the the known guide you to meaning
information. of the unknown
leveling Noticing similarities. sharpening Noticing differences.
Levelers tend to notice the Sharpeners often naturally
patterns in the language and notice and remember the
"see" the underlying linguistic subtle distinctions of form
system. and meaning that
Preferred In class Activities: characterize native-like
Summarizing, gisting without language
including or recalling details, Preferred In class Activities
Retelling, describing in
Suggestions for details, problem solving
improvement/work on
weaknesses: Suggestions for
improvement/work on
Look for nonverbal cues to weaknesses:
meaning:
Paralinguistic or non-semantic Avoid translation during listening
aspects of speech (intonation, Translating during listening
stress) doubles the load on your brain
One word can relay a different
meaning when spoken loudly,
calmly, as a question etc. – Really!
(shock) Really? (questioning)
Really, really (emphasis)
Global Oriented toward the big picture Particular Oriented toward details
(preference) (preference)
Preferred In class Activities Preferred In class Activities
Listening/Reading for the main
idea, top down activities Suggestions for
improvement/work on
Suggestions for weaknesses:
improvement/work on
weaknesses: Listen selectively: You cannot pay
attention to everything, listen for
Listen for keywords the information specified in the
Give priority of your attention to instructions. Know your purpose
the stressed items – they carry for listening and focus on the
the most important information information you need. Identify
relevant points; reject irrelevant
Monitor your attention: information.
Notice when you are not
listening! It’s more difficult for Use your world knowledge,
foreign language learners to catch personal and
up after the switch-off mode cultural experiences and self-
questioning for comprehension
and recall
Associate information with
existing background knowledge.
synthetic Assembling pieces into wholes analytic Disassembling wholes into pieces
Making up new words, using Like to break down into
typical roots and prefixes or component parts and use
rewriting a paragraph from a them to explain phenomena.
different point of view, using like word study because they
the sentences already there can break the words into
as models. pieces, roots, stems, affixes.
Suggestions for Suggestions for
improvement/work on improvement/work on
weaknesses: weaknesses:
Study vocabulary Listen to larger chunks
The more words you know, the Shift your attention from
less you need to guess. Work on individual words. Pay attention to
fast, automatic retrieval of words phrases, idiomatic expressions.
from your memory. Build your
lexical knowledge of the target
language.
Concrete Hands- on learning. Abstract Learning through ideas and
(Thinking Use real materials and (Thinking books.
styles) examples for learning Styles) Prefer pictures and
does not look for hidden explanations. learn through
meanings lecture and concept
Suggestions for relies on intuition
improvement/work on Suggestions for
weaknesses: improvement/work on
Use imagery while listening weaknesses:
Research shows that positive, Actively engage in listening
pleasant, vivid, three-dimensional Consider what you are listening to
images help recall the information and why you are listening. Take
later, especially with longer texts. notes, listen for specific
Pay attention to visuals that may information, find a purpose for
be available during listening. listening
random Preferring to self-organize sequential Preferring materials to be pre-
materials organized.
Prefer to develop their own Prefer to receive materials
approach to language that have been organized in
learning and organize some fashion.
assignments in their own way. Happy to have a textbook in
(many random learners their hands, especially one
report reading the ending first that explains everything in a
or skipping out in the book.) step-by-step manner.
Textbook is presented as a Preferred In class Activities:
series of steps can be boring Repetition exercises to practice
and even confusing for patterns and rules. Review of the
random learner. vocabulary and patterns and
Have some free time to read practice.
books in random manner.
Suggestions for
Preferred In class Activities: improvement/overcome
Creative tasks with freely weaknesses:
designed objectives. Material Need to learn how to cope
outside of text books and on with unknown - guess and
various topics predict based on context.
Suggestions for Pre-listening/reading – consider
improvement/overcome text type, topic or subject area
weaknesses: the text is from, questions you
Need some structure so that are asked to answer. Use your
are not overwhelmed with expectations and knowledge of
the classroom material. the text and situation to help you
Meaningful/personalized make sense of what you hear
activities (tasks) with either during listening.
structural or topical
guidance/constraints During listening – predict the
speaker’s purpose by the
Use graphic organizers to help context of the discourse
you make sense of what you hear Real life tasks so that they
and recall the information later. apply their knowledge in an
unknown/unpredictable
Control shifts of attention. Notice situation.
when you are not listening! It’s You don’t need to hear the entire
more difficult for foreign language word to recognize it, pay
learners to catch up after the attention to the context it’s in.
switch-off mode Guess at the meaning based on
context