F.I.T.T. - Frequency, Intensity, Time, and Type.Many fitness professionals rely on the FITT Principle to help guide them when formulating exercise regimes for their clients. Fortunately for EFL/ESL teachers this principle is also highly amenable to second language teaching.
In this mini-lecture, I will discuss a few of the issues relating to frequency of study, intensity of study, time-on-task, and type of study. In giving this talk, I hope to give new teachers (or teachers who are looking for a new framework) a basic overview of some of the most important variables that contribute to second language development. Please watch the mini-lecture at the bottom of the page. |
Frequency: The Impact of Repetition and Engagement. Frequency plays a pivotal role in language learning. Virtually every aspect of language acquisition is influenced by the frequency with which a learner encounters and engages with words, phrases, or grammatical structures. This principle holds true for a wide spectrum of linguistic elements, encompassing not only grammar but also prosody, pragmatics, and vocabulary. Consistent exposure to and engagement with these linguistic components substantially enhances a learner's ability to comprehend and effectively employ them. To delve deeper into the intricate relationship between frequency and language acquisition, consider exploring my lecture on the topics of Frequency and Time.
Intensity: Striking a Balance. In the realm of language education, the term "intensity" encapsulates two critical dimensions: the complexity of the linguistic material being presented and the cognitive engagement level induced by the learning task. It is widely acknowledged that the intensity of language instruction should strike a delicate balance. It should challenge students, fostering cognitive growth, while simultaneously avoiding the pitfall of overwhelming them. Optimal challenges lie at the heart of the "intensity" concept, stimulating learners to leverage their existing knowledge to acquire new skills effectively. In essence, the intensity of linguistic content and learning tasks should slightly surpass the student's current proficiency level. It's worth noting that the spectrum of instructional intensity extends from relatively easy tasks, designed to enhance fluency, to more demanding endeavors. The choice of intensity hinges on the specific learning objectives; hence, it's essential to explore the nuanced manipulation of intensity in diverse educational contexts.
Time: Quality Over Quantity. The role of time in language learning cannot be overstated; it is undeniably a crucial factor. However, the notion that more time spent on a task invariably leads to better learning outcomes requires careful consideration. In reality, the quality of time invested in a task often takes precedence over sheer quantity.
Emphasizing the importance of time well-spent, it is paramount to underscore the need for time to be focused, intentional, and goal-directed. Mere accumulation of hours or days does not necessarily correlate with improved learning outcomes. Instead, learners must engage with linguistic activities in a deliberate and purposeful manner, aligning their efforts with specific objectives. This refined approach ensures that time dedicated to language learning is not squandered but rather channeled effectively towards meaningful progress.
By recognizing the significance of the quality of time invested, educators and learners alike can harness the true potential of time as a valuable resource in the language learning process.
Type: Tailoring the Approach. An indispensable facet of language instruction and learning is determining the specific content to be taught. Is the focus on speaking, listening, reading, or writing? Perhaps the curriculum includes intonation, study techniques, grammar, idioms, or slang. Whatever the chosen focus, maintaining a well-defined objective is crucial. Additionally, and within reason, it is prudent to incorporate all four macro-skills, namely reading, writing, speaking, and listening, into each language lesson. This comprehensive approach fosters holistic language development.
Moreover, the type of practice is a pivotal factor to consider—whether it is naïve, purposeful, or deliberate. With both deliberate and purposeful practice both serving unique purposes in language acquisition, educators should ensure the type of practice is selected judiciously to align with specific learning goals. By understanding the significance of practice type and its implications, educators can craft tailored language learning experiences beyond those more akin to naïve practice.
Conclusion: Wrapping it Up. In conclusion, the interplay of frequency, intensity, time, and type in language education is a multifaceted and nuanced undertaking. As educators and learners navigate this landscape, a discerning approach that considers these factors 9as well as a range of other crucial factors known to expedite learning) within the context of their particular objectives will undoubtedly yield more fruitful language learning outcomes.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2016). Learning or Teaching a Second Language: 4 Things to Remember. JoshESL. https://www.joshesl.com/fitt.html
Intensity: Striking a Balance. In the realm of language education, the term "intensity" encapsulates two critical dimensions: the complexity of the linguistic material being presented and the cognitive engagement level induced by the learning task. It is widely acknowledged that the intensity of language instruction should strike a delicate balance. It should challenge students, fostering cognitive growth, while simultaneously avoiding the pitfall of overwhelming them. Optimal challenges lie at the heart of the "intensity" concept, stimulating learners to leverage their existing knowledge to acquire new skills effectively. In essence, the intensity of linguistic content and learning tasks should slightly surpass the student's current proficiency level. It's worth noting that the spectrum of instructional intensity extends from relatively easy tasks, designed to enhance fluency, to more demanding endeavors. The choice of intensity hinges on the specific learning objectives; hence, it's essential to explore the nuanced manipulation of intensity in diverse educational contexts.
Time: Quality Over Quantity. The role of time in language learning cannot be overstated; it is undeniably a crucial factor. However, the notion that more time spent on a task invariably leads to better learning outcomes requires careful consideration. In reality, the quality of time invested in a task often takes precedence over sheer quantity.
Emphasizing the importance of time well-spent, it is paramount to underscore the need for time to be focused, intentional, and goal-directed. Mere accumulation of hours or days does not necessarily correlate with improved learning outcomes. Instead, learners must engage with linguistic activities in a deliberate and purposeful manner, aligning their efforts with specific objectives. This refined approach ensures that time dedicated to language learning is not squandered but rather channeled effectively towards meaningful progress.
By recognizing the significance of the quality of time invested, educators and learners alike can harness the true potential of time as a valuable resource in the language learning process.
Type: Tailoring the Approach. An indispensable facet of language instruction and learning is determining the specific content to be taught. Is the focus on speaking, listening, reading, or writing? Perhaps the curriculum includes intonation, study techniques, grammar, idioms, or slang. Whatever the chosen focus, maintaining a well-defined objective is crucial. Additionally, and within reason, it is prudent to incorporate all four macro-skills, namely reading, writing, speaking, and listening, into each language lesson. This comprehensive approach fosters holistic language development.
Moreover, the type of practice is a pivotal factor to consider—whether it is naïve, purposeful, or deliberate. With both deliberate and purposeful practice both serving unique purposes in language acquisition, educators should ensure the type of practice is selected judiciously to align with specific learning goals. By understanding the significance of practice type and its implications, educators can craft tailored language learning experiences beyond those more akin to naïve practice.
Conclusion: Wrapping it Up. In conclusion, the interplay of frequency, intensity, time, and type in language education is a multifaceted and nuanced undertaking. As educators and learners navigate this landscape, a discerning approach that considers these factors 9as well as a range of other crucial factors known to expedite learning) within the context of their particular objectives will undoubtedly yield more fruitful language learning outcomes.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2016). Learning or Teaching a Second Language: 4 Things to Remember. JoshESL. https://www.joshesl.com/fitt.html
Note: The 'recency effect' is also an important factor that needs to be considered in SLA. But "What is the recency effect" I hear you ask. Really? OK, I'll tell you. It is really rather simple - seriously. The 'recency effect' refers to the idea that items (e.g. words or grammar points) presented most recently will be easier to recall. It is the teacher's role to figure out if the language has truly been learned and internalised by the students, or if language production is just an example of the recency effect in action. Check out the lecture on Frequency & Time for more information.