Noticing in ELT
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Have a quick think about the reflective questions below in order to get the most out of the workshop:
1. Even if I was unfamiliar with the term noticing before the masterclass, to what extent is noticing already a part of my language teaching toolkit?
2. Noticing in ELT textbooks has become closely linked with inductive learning. How can I make use of noticing in deductive and inductive grammar teaching and learning?
3. To what extent is it important for language teachers to be familiar with the different theories and models of second language acquisition like noticing? At what point should these be introduced (pre-service or in-service)?
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