I is for Input

eshalvorsen:

Great post by Scott Thornbury. In my experience, the key is to find the right balance (based on the learning style and needs of the each group or learner) between ‘proactive’ and ‘reactive’ language focus. Now check out Scott’s post!

Originally posted on An A-Z of ELT:

Question: where does the input come from in an approach like task-based learning, or Dogme, where there is no syllabus of forms as such, and in which any focus on form is incidental?

This is the gist of the question sent to me a short while back by Anthony Elloway:

My concern about Dogme … is this – is the input rich enough?… My intuition is that, though there are advantages to working with student output, bringing more language into the class seems to be very valuable. And a coursebook – if given life by a teacher – might just do this job… Having an external syllabus/ coursebook does seem to provide a great deal of (organised) input for learners, perhaps more than the learners could produce themselves.

Good question. One possible answer is that the input comes – not just from the learners’ output – but from the texts

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