Phase Five: Native To Native Phase

The fuller picture of developing communities of practice

Continuing development along the lines discussed groups, cliques, workplace groups, etc. Your identity is still “foreign”, but that doesn't stop them from being able to participate. Rather, it is usually hardly noticed, as you are seen as a full “one of us” within the main COPs.

Supercharged participation activities to Develop the speec up development of Understanding ability

Supercharged participation activities to Develop the speec up development of Understanding ability Use native-to native texts as a basis for language sessions: recordings of lively conversations: campfire stories, public speeches, autobiographies, and first person accounts told by natives to natives without foreigners involved in conversation. Easier sources: printed material(if the written language is close to the spoken language) such as fiction; non-fiction on a wide range of themes; magazines, children's literature, joke books, plays, textbooks from 1stgrade through university level, recordings from radio including plays, recordings of all sorts of TV programs, commercially produced educational and documentary videos, popular movies. Basic techniques include 'massaging'such texts, making friends with new vocabulary, filling in lacking cultural background knowledge. In the case of printed materials, the language helper should read them aloud to you, and these readings can be recorded for private re-listening. By the end of this phase you should be able to understand most of what you hear in most contexts.

Supercharged participation activities to speed the development of Talking ability.

Supercharged participation activities to speed the development of Talking ability. 'Massaging'the native-to-native texts continues to be heavily interactive. The same need continues for sessions in which you does most of the talking summarizing texts, using discussion questions. Take on special challenges, such as giving a talk or lecture, debating, etc. Use complex role-playing for a 'Hole-Finding'activity would be to make highly detailed participant observations and then tell the language helper, in full detail, what took place. A powerful 'Hole-Finding'activities might involve you making detailed participant observations(“thick descriptions”). These can then be discussed with the language helper, and you should discover much that you are difficult or impossible for her to express without help. There can also be regular time devoted to talking about topics important to the you long term work, in order for you to steadily increase your ability in those areas.

Reading and writing Private reading can increasingly be carried out primary for edification, pleasure or information. Write essays for correction- experimental or on topics of personal or professional interest.

Most Relevant Grammar Issues to be aware of

Most Relevant Grammar Issues to be aware of As the volume of input continues to increase, what used to be “rare” grammar forms become more frequent, again, making them more learnable. This phase should include a healthy amount of exposure to lively interactive conversational discourse on complex topics. The Record for Correction technique can become especially valuable as you are in a position to make your speech sound increasingly native-like.

Culture and pragmatics

Culture and pragmatics In working with native-to-native materials, it will frequently be the case that your inability to understand something is due to a lack of cultural knowledge. Large gaps in cultural knowledge can thus be noticed and filled in during this phase. You can pay special attention to pragmatic issues in native-to-native interactions, as well. Use role-plays of socially challenging situations in which you record yourself for correction, focusing more on pragmatic issues(especially politeness). See above on the use of participant observation as a '“Hole-Finding'” activity.

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