Wickedness is everywhere, but we can still escape this through believing in his righteousness, Lord Jesus Christ.

Excellent. You are an awesome teacher, thanks for this

mmsp lee bal nlmt myan myan pyaw saga ko may loe

This was very informative and simplistic. Thank you.

Very good explanation and very good tips. Thank you.

Did the author provide study to back up opinion

This post is a prime example of why reading vocabulary info on you tube is a complete waste of tiime!!! The title asks a question and the reply spends a half hour or more skirting around the answer. I am sure tired of yout tube titles that are only click bait. The people at youtube need to get off their ass and police their site!!!

thanks for such detailed explanation!

this seems to extend well beyond popular language learning youtube advice that popularizes Krashen? Which is that understanding the message is enough for acquisition. But from what I understand in your video, You also have to be aware &/or process what you have inputted, even figuring out patterns or as you term it "form/meaning" connections? So While the pure comprehensible input way can be a bit less "conscious", these advancements seem to require more?

I've been binge watching your videos and i just ordered your book. As a language teacher and learner, I have a lot of room for improvement to help my students and have more fun! Thanks for this wonderful and accessible information.

Thank you for this video!

This is a fantastic playlist, thanks for your clear, concise and friendly overviews. I'm a language teacher with an MA in applied linguistics (mostly SLA) and these are so useful for reminding me of what is important. For intermediate students the issue of how to expand their working vocabulary is so challenging - i recall so many studies with fairly unimpressive results!

I have been working in language learning environment for the last 12 years seriously though I started about 35 years ago and have taught on and off in between. What you outline here is how I approach my job. I have 2 colleagues with whom I see eye to eye but aside from them, in 12+ years I haven't met anyone who agrees or even knows about this 'science' of language acquisition and even books from all the big publishers still push grammar and exercises over meaningingful language acquisition experiences.

Thank you Dr. What a insightful class.

Thank you so much Dr. Henshaw.

one of my favorite channels while getting prepared for my qualifying exam! Thank you Dr. Florencia! 🎉

Nice , would you send me the presentation file via gmail please?

This video is great! I love the content of your channel!

This has been very helpful, thank you!

I've just discovered this channel and I'm so glad I did. Thanks for these brilliant summaries!

Thanks to this video I dont need to read a chapter for class tomorrow.

Great activity and tips, thank you.

6:48 I want to clarify something about the word "inductive". I agree with you that "inductive learning methods" are explicit, but this is because they are trying to do induction explicitly. _Implicit_ induction is the stuff that implicit/incidental acquisition is made of.

Could you please share us some teaching examples with these terms? Thanks!

Love this channel!!

Thank you, Florence for this interesting and useful video!

We did it in class today, and it was great! I read it three times to my novices and asked the groups to read it in front of the classroom. After, they follow up by creating some questions about the paragraph. The results were pretty good, but the activity was intimidating for some of them.

One way to transform this "word search" exercise into an interpretive/presentative communication is to add a time limit (depending on the student's level) and ask Ss to find one word in each turn. Once they find a word, they say the word loudly and stand in front of the class. Ss need to stand in line based on the order of planets in our solar system and the teacher is the Sun (ex. Venus and Jupiter cannot stand next to each other). If students found the same word as others did, they need to look for another word to find a position in the line. The activity will continue until all words are found and positions are taken.

Can you please share explicit and implicit learning

My colleague and I are running a teacher workshop and this topic came up. I am going to start the next session of the workshop with this FABULOUS video! Your words from your book Common Ground keep returning to my memory ," if the students do not understand then it is just noise." Le agradezco por todo de lo que hace Ud por nosotros, Doctora.

Thank you for this thoughtful video! Regarding task free...tasks (?) I see a parallel with extrinsic vs intrinsic motivation: taskifying exposure relies on extrinsinc aspects motivation (or at least some form external, visible, outcome to be appreciated, judged, or admired by others), whereas task-free reading relies on intrinsic aspects of motivation: just enjoying the text, and not having to focus to much on performance metrics. The performance aspects of tasks could be stressful for some, so maybe task-free is a way to lower the affective filter, and allowing space for experiencing the text 'internally' (cf the inner voice thing)..... But on the other hand, boring exposure will certainly require engagement 'fire-starter' tasks (which may possibly rely on not so high order thinking skills)....

These unpacking articles are fantastic! I got your book yesterday and can only say thank you for all the amazing SLA resources.

I typically will extend an info gap task such as this by adding a 3rd step - students have to report to another student about when their partner has time to meet. This adds 3rd person. With something like this, you could even have two partners ask each other and they would then use 1st person plural and 2nd person plural.

In my humble opinion, this video deserves at least 10,000 views.

50 Shades of CBI😂😂❤

Why do IPAs then insist on authentic resources for the interpretative text?

Favorite channel on KZbin!

Thanks for the reminder about an activity that I used to do, but haven't done lately. I have always given the pair of students a blank crossword and then each partner gets a list of words (Horizontal 1 - manzana, 3 uva, etc) to give the clues for. Then the pair turns in one completed puzzle.

👏👏👏👏

In my unscientific study of my own learning I scrupulously avoided any L1 translation and would use a short definition or synonym in my target language. I found eventually that I remembered words far more easily if I used translation, especially if there was some nuance that a target language synonym didn’t capture. I also experimented with pictures vs translation and found that translation works better for me.

If you're interested in the topic of "authentic resources", I unpacked it in this video: kzbin.info/www/bejne/fX7VaZ15Yq-pq8U

These videos are amazing

Thanks for this one. I’ve also seen the literature in language arts/literacy development critical of read aloud and round robin type activities for the same reasons.

Hello Florencia (or Dr. Henshaw, whichever you prefer), I'm an adult second language learner and I was wondering if you can (or if you have already) tackled some of these spaced repetition flash cards for internalizing vocabulary. If you want a specific article to unpack I've linked a paper below. www.researchgate.net/publication/330936338_Enhancing_L2_learning_through_a_mobile_assisted_spaced-repetition_tool_an_effective_but_bitter_pill.

4:43 “Do we value the authenticity of the resource itself more than the authenticity of what we do with it?” This is such a good point! So often when a text too far above a learner’s level is used, they’re not really reading it so much as stitching together glosses. This happens so much when I’m using a Latin textbook that quotes from Latin poetry while students are still having enough trouble fluently reading the textbook prose at that stage. The majority of words have to be glossed and the student is just piecing together glosses to get to the meaning of the cryptic lines of poetry. But that task is “authentic” because it’s from “real Latin”?

Are the "developmental sequences" only in regards to grammar and production of language (speaking and writing)? Are these the same as "developmental stages in second language acquisition" (silent period, sequencing, tense,etc.) ? Is there information about this in student friendly language? To help students be more aware and to not compare to classmates and how "quickly" others may learn compared to them?

Dr. Henshaw, this is a very interesting videos which leaves me with lots of thought provoking questions. 1. The study's validity may be compromised due to the limitations expressed. 2. To overcome the obstacle of students not understanding the questions or the instructions, teachers can facilitate and providing some scaffolding, this will allow students to provide better responses. I have more aspects to discuss in this area with which I have had a culture shock by teaching in the US. specifically, I learned EFL with questions with all the content, questions and answers, in the target language, therefore I consider it is a very effective approach, and this is something I echo in my classes as a teacher. In this sense, asking questions in L1 or having students produce in L1 makes no sense to me. Because of all of the above, I wonder what your viewpoint considering how your personal experience in learning a second language. Thanks in advance.