MARSEARS approach

Core structures/chunks are presented and modelled in context through reading aloud (e.g. Sentence builders & subsequent activities) using 98 % comprehensible input. Pupils are gaining familiarity with the language (phonetically & translation into L1).  

“With the majority of L 2 learners for listening and reading input to be conducive to learning, around 98 of the words must be familiar.” (Nation, 2013)

Sensitizes the learners to the patterns/rules governing the target chunks formation and use. (Recognition of grammar but not explained in depth YET.)

Practising the core phrases until pupils are absolutely RECEPTIVELY confident BEFORE moving on to them producing them themselves. (Longer texts but still 98% comprehensible input.) Extensive processing – (exposure to the language): the more exposure a learner has to the chunks, the more likely they are to retain the language.

Intensive Recycling in the lesson (Major memory loss within the first 20 minutes from first processing the word. Hence the importance of recycling the same items over and over again. Flooded input, Controlled input and Thorough processing are essential in order to maximize recycling.

 Intensive scaffolded and highly controlled production practice (PUSHED OUTPUT). Introduction of more ‘thinking’ and cognitive load – making students think back to what they have learnt & start to use it, but with support of SB/KO.  Start to include L1 to L2 translations. (Pop-up Grammar can also be included at this stage.)

Practising the core phrases until pupils are absolutely RECEPTIVELY confident BEFORE moving on to them producing them themselves. (Longer texts but still 98% comprehensible input.) Extensive processing – (exposure to the language): the more exposure a learner has to the chunks, the more likely they are to retain the language.

Intensive Recycling in the lesson (Major memory loss within the first 20 minutes from first processing the word. Hence the importance of recycling the same items over and over again. Flooded input, Controlled input and Thorough processing are essential in order to maximize recycling.

Structure is learnt in greater depth and practised with old and new vocabulary. Explicit work on grammar and generative processing - students expand to language patterns. Less use of KO/SBs & support to encourage them to really think.

Interleaving is powerful because  we learn best through ASSOCIATIVE learning, by hooking the new to the old. The core structures are practised with old and new vocabulary and structures overtime through systematic recycling (scaffolding might still be necessary). After much (semi-) implicit practice the students (through deductive teaching or inductive learning) learn the rule(s) governing the target item(s) in greater depth. If applicable, more aspects of the rules governing the target items are modelled and practised (e.g., from one or two persons of the present tense, to all six persons).

Extensive oral and written practice in which the scaffolding is gradually faded out and spoken or written output is produced by pupils with little support. Language is practised productively without scaffolding but still in familiar contexts and focus is on fast retrieval (automaticity) The aim is to develop most students’ autonomy in the use of the target structure by the end of this phase.

This phase continues throughout the academic year or even the following year(s) through systematic recycling across topics and Interleaving. Students perform structured and semi-structured tasks which may elicit the use of the target structure (surveys, interviews, role-plays, picture tasks, unstructured essays).

Where the focus is on fluency development. “A grammar structure can be said to have been acquired only when it has been automatized across all 4 skills and it is applied successfully across a wide range of contexts.” (Smith & Conti, 2016) 

Spontaneous production of written / spoken language in response to questions or a task. Practise in unfamiliar contexts (and combining previously learned language). Practice in unplanned response through a stimulus that elicits the use of the target structure(s) is provided at spaced intervals over the year.

"Task based language teaching is a students-centred approach to second language instruction. Activities focus on having students use authentic target language in order to complete meaningful tasks, i.e., situations they might encounter in the real world and other project based assignments.” (Ludwig, 2015)

FLUENCY: Extensive practice frequency and regularity being key. Use across a wide range of contexts. Practice occurs with language you know. Task repetition. Working to a time constraint in an effort to increase speed while understanding/producing an increasingly large quantity of input/output. Planning/preparing for tasks.

AUTOMATICITY is the ultimate goal of language teaching. Strong long-term retention is important but being able to retrieve what we have learnt fast and effortlessly is key in language learning.*