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Can SL teachers use AI to create a Prompter?

AI like Chat GPT can be a helpful tool for creating word lists and explaining individual words, and it may save time by generating a list from a written story.

However, if you ask AI to create a word list based solely on CEFR levels like A1 or A2 and use that list to guide your storytelling, it can go against the principles of Story-Listening.

This approach may offer your students a less effective language experience or provide the optimal input needed for language acquisition, including the right balance of i+1.

That said, it’s valuable to ask for lists of A1, A2, and off-list words to ensure you cover a wide range of vocabulary.

However, it's important to remember that these lists will not include many high-frequency K1 words that your students might not have acquired.

Once you have the AI-created list, delete familiar words and the words you don’t need to have on the list to remember to use, and add others you believe are helpful or that your students are ready to acquire. It’s crucial to personalize the list to your students' specific needs by carefully reviewing and adjusting it.

Remember that a Prompter is not simply a word list, and Story-Listening is not just about teaching vocabulary. Story-listening aims to develop listening competence and overall language ability, ultimately leading to improved reading skills.

The POUI (pure optimal unified input) Approach is suitable for beginners and advanced learners. That’s why a Prompter is much more than a list of words—it includes definitions, explanations, phonetic symbols, maps, drawings, and other comprehension-aiding linguistic supplementations that help the teacher elaborate on events, characters, and cultural context. The Prompter guides the teacher in recounting the story and making meaningful connections between the language, message, and listeners.

Since Story-Listening fundamentally differs from reciting a memorized story or reading from a picture book, AI cannot fully replace human teachers in this context. AI cannot adapt in real-time or form the meaningful connection that is essential for language acquisition, even on the word level. Relying heavily on AI can risk making Story-Listening sessions mechanical, undermining the deep engagement key to successful language acquisition through compelling Storytelling. Your role as a teacher is irreplaceable in this process.

Here's a breakdown of the key points:

  1. AI for Word Lists and Explanation: Using AI to create word lists and explain individual words can indeed be useful for SL teachers, as it saves time and can enhance the comprehension of vocabulary within a story.
  2. Potential Pitfalls with CEFR Levels: While AI-generated lists based solely on CEFR levels (like A1 or A2) can provide structure, they might not align perfectly with the principles of Story-Listening, which emphasizes comprehensible input at the learner's level (i+1).
  3. Balancing Input and Personalization: It is crucial to balance AI-generated lists with personalization. Teachers should delete unnecessary words, add relevant ones, and ensure the list meets their students' needs and readiness levels.
  4. The Role of a Prompter in SL: A Prompter in SL goes beyond a mere word list. It includes explanations, cultural context, and other aids that facilitate comprehension and engagement, which AI alone may not fully provide.
  5. Human Element in Story-Listening: Story-Listening is about more than vocabulary; it aims to develop listening competence and overall language ability through meaningful engagement with stories. AI cannot replace human connection and adaptation, which are crucial for effective language acquisition.
  6. POUI Approach: Emphasizing the POUI approach highlights that Story-Listening is beneficial for both beginners and advanced learners, underscoring the importance of human-guided interaction and understanding in language acquisition.

In summary, while AI tools like Chat GPT can assist in certain aspects of SL, they should complement rather than replace the essential role of the teacher in creating a rich, engaging language learning environment.

Whenever you're ready,Ā here are the waysĀ we can help you:

  1. Jump Into Story-Listening: A course to gain the practical knowledge and tools to deliver a Story-Listening experience.

  2. Story-Listening Kits: Ready-to-use package including the video, story, Prompter, and additional materials

  3. Theoretical Foundations and Supporting Evidence:Ā Gain insights directly from Dr. Stephen Krashen, the renowned creator of the Theory of Second Language Acquisition, whose influential hypotheses are revered among linguists and language educators worldwide.

  4. Free Minicourse: Gain an overview of Story-Listening from its creator and co-developer, Professor Beniko Mason.

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