Unit 12 DIFFERENCES BETWEEN L1 AND L2 LEARNING

Unit 12 DIFFERENCES BETWEEN L1 AND L2 LEARNING

In unit 12, I learnt about the differences related to age and context between learning L1 and L2. One difference related to age is that L1 starts since we are babies whereas L2 starts usually in school and high school. Motivation is a factor that takes place when people learn their native language as a tool for communication while when they learn a foreign language people already have some expectations based on past experiences. Some differences between L1 and L2 related to the context are that people learn their L1 by exposure; however they learn their L2 sometimes by exposure, but often by being taught. Another difference is that people go over a silent period when they learn their L1, but when they learn their L2 they are often exposed to controlled activities. So, How can an English teacher apply this in the classroom? The answer is not difficult since you just need to find the right method, strategy or task to teach the target language. For instance, I would use motivation in very single lesson so as to encourage my pupils to learn the language. Warm-ups or games are the best activities to motivate students. Another example is by setting up situations where students can use the language as naturally as possible (as they learn their mother tongue). Using realia can be a wonderful idea to help students to learn new vocabulary words that may be used in interactive activities such as pair or group conversations. Furthermore, correcting mistakes all the time is what the teacher should avoid since that would really help learners to build up a great sense of confidence and that will help them to participate in classes and experiment the language frequently. In conclusion, I may say that teachers are the only people who can build up a suitable atmosphere where pupils can learn the target language as they learn their mother tongue.

These pictures show the activities or materials you can use to teach the language.

Playing Taboo , Tic tac toe or Hangman can be used to motivate learners and develop confidence

Using realia to teach vocabulary

References for additional information 

 ü  Homepage.ntlworld.com, (2014). Comparing First and Second Language Acquisition by Vivian Cook. [online] Available at: http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm [Accessed 28 Nov. 2014].

 ü  https://www.youtube.com/watch?v=2edSPUtPkY0. (2014). [DVD].

 ü  Schwartz, B. and , Unsworth, S. (2011). Paths of Development in L1 and L2 Acquisition. John Benjamins publishing company, pp.1-9.

Unit 11 THE ROLE OF ERROR

Unit 11 THE ROLE OF ERROR

  In unit 11, I learnt that mistakes have a very important role in the learning process since they help teachers to measure their pupil`s knowledge. Errors and slips are kinds of mistakes. The first one occurs when learners try to say something beyond their level of knowledge. Moreover, errors cannot be corrected by students because they do not understand what is wrong. Nonetheless, slips occur when learners feel tired, so they cannot focus or concentrate on what they are doing. But, students can correct them once they realize they made a mistake. Interference and developmental errors are two main reasons why pupils make mistakes. Interference occurs when learners’ first language influences on their target language since students use grammatical structures and lexis from their L1 into their L2. Another aspect that affects language learners are developmental errors. Pupils make these mistakes because they are working out and experimenting their L2. So, leaners overgeneralize rules (e.g. regular verb in past tense play-played, irregular go-goed or make-maked), pupils think they have to apply the same rule to regular and irregular verbs, however these errors can disappear without correction as pupils keep learning the language. Personally,   I consider that a teacher can help his/her pupils to get over those errors by applying different tasks. For example, I would provide lots of exposure to the language by using interesting materials such as videos, magazines or songs. Oral activities in which my students can develop fluency would be another activity I would apply in the classroom. I can ask my students to develop oral presentations, or ask them to choose their favorite object and sell it to the class. Of course, all the activities must be based on my students ‘learning styles. Finally, setting situations where students can interact among them would be a great activity to help them to correct mistakes by their own (e.g. role-plays or pair conversations). In conclusion, errors can help learners to succeed in their learning process once they and their teacher find the wright way to correct them.

These pictures show some possible materials or activities you can apply to help your pupils to correct mistakes by themselves.

Use authentic material to provide lots of exposure to the target language.

Make oral presentations, ask your pupils to sell an object can be activities to develop fluency

Role-plays, debates or pair conversations are used to help learners to interact and correct mistakes by themselves.

References for additional information

 ü  https://www.youtube.com/watch?v=hARIwotJilw. (2014). [DVD].

 ü  Antimoon.com, (2014). The role of mistakes in language learning | Antimoon. [online] Available at: http://www.antimoon.com/how/mistakes-in-learning.htm [Accessed 28 Nov. 2014].

 ü Edutopia, (2014). The Role of Mistakes in the Classroom. [online] Available at: http://www.edutopia.org/blog/benefits-mistakes-classroom-alina-tugend [Accessed 28 Nov. 2014].

Unit 10 EXPOSURE AND FOCUS ON FORM

Unit 10 EXPOSURE AND FOCUS ON FORM

In unit 10, I learnt that people can acquire a target language by exposure, just as they pick up their first language. However, for adult people exposure is not enough since they also need to focus on the form of the target language (pronunciation, lexis, grammar, and how it is used and formed).  There are three ways in which people can learn a foreign language. First, by acquisition in which people is exposed to the target language and pick it up automatically, going over a silent period where they work out the language by deducing and realizing the meaning and form of the foreign code. Second, by utilizing interaction in which the learner experiments the language by using some chunks and trying new structures. The last one is by paying attention to formal features such as pronunciation, spelling, word order, grammar, etc. To apply this, you need to know your pupils’ age and learning style. Furthermore, teachers can use different approaches to teach those features. For example, the Grammar Translation method, the Structural approach or the Communicative approach. Personally, I would teach my learners the target language by applying and using authentic material as for example songs, magazines, stories, or newspapers   in order to help students to hear and read about the target code as natural as possible. The materials chosen would be according to my learners’ level.  Another example is using pair or group-work activities where students can experiment the language and have the opportunity to use it by interacting among classmates. Finally, highlighting could be another example of how I can teach my learners the language since this activity helps pupils to focus on certain topics (e.g. prepositions, verbs in past tense, personal pronouns). In conclusion, I consider that teaching a target language requires lots of effort since there are students with different learning styles and needs, so English professors should adapt their materials so as to make their students learn the language successfully.

These pictures show some possible tasks you can apply to teach the target language by having fun.

Playing videos about the target language culture

Making debates, pair conversations or role plays

Giving students the lyrics of a song and working with gap-filling activities where students have to complete with specific information as they listen to the song.

References for additional information

ü  Bosley, the Language Bear ,. (2013). Exposure to the Target Language: How Much is Necessary? - Bosley, the Language Bear. Retrieved 27 November 2014, from http://www.thelanguagebear.com/exposure-to-the-target-language-how-much-is-necessary/Exposure to the Target Language: How Much is Necessary? - Bosley, the Language Bear ww.thelanguagebear.com

ü  Hismanoglu - Language Learning Strategies in Foreign Language Learning and Teaching (TESL/TEFL) Iteslj.org,. (2014). Hismanoglu - Language Learning Strategies in Foreign Language Learning and Teaching (TESL/TEFL). Retrieved 27 November 2014, from http://iteslj.org/Articles/Hismanoglu-Strategies.htmliteslj.org

ü  Focus on Form in Classroom Second Language Acquisition Google Books,. (2014). Focus on Form in Classroom Second Language Acquisition. Retrieved 27 November 2014, from  http://books.google.com.ec/books?id=dUc7sLSt1DIC&pg=PA15&dq=learning+a+language+by+focusing+on+form&hl=en&sa=X&ei=9YJ2VKH8LafjsAT_-YG4Ag&ved=0CB8Q6AEwAQ#v=onepage&q=lea

Unit 9 MOTIVATION

Part 2    Background to language learning

Unit 9 MOTIVATION

In unit 9, I learnt about the importance of motivation in English classes. Motivation is an essential factor that helps make the teaching-learning process successful. Every single person learn something because she or he has a porpuse. For instance, people learn English to get a better job, to have good grades in school or to read English books, however learning a language is not just learning grammar, vocabulary, pronunciation, etc. People also need to know about the target language culture. Hence, they will be able to achieve completely their goals and be part of the culture in which the target language occurs.  You will feel as a successful person since you are able to communicate in the target language, developing a great sense of confidence, autonomy and achivement during the learning process. Wiseman & Hunt, (2009) says that "the basic premise of self-regulation is that the students take control of their own learning...(1) analyze the task, the environment, and the resources; (2) adopt appropriate strategies; (3) understand their own tolerance..." These factors have to occur automatically in your classroom, chiefly to build up an environment full of motivated students. Nevertheless, there may be some pupils who can feel unmotivated or demotivated during the proces.So,  encouragemet plays an important role in these kinds of situations because teachers have to support their pupils all the time. " Motivation is something that energizes, directs, and sustains behavior; it gets students moving, points them in a particular direction, and keeps them going."(Ormrod, 2014). Knowing how important motivation is, I think I will need to apply it during my lessons by creating a comfortable, pleasant, and secure classroom atmosphere so as to give my students a place where they can feel motivated to study. I will assign tasks based on the goals my students will reach, the instruction I give will be clear and specific to avoid misunderstandings. Moreover, I will develop my learners`imagination and creativity by selecting interesting tasks, offering a wide range of materials, oviously taking into copnsideration my pupils`level and needs. Aditionally, I will develop critical thinking rather than asking my students to memorize things. Following that process, a good relationship between my students and I will be built up (rapport). By the same token, my pupils will be motivated in every single lesson and will keep having that feeling that makes them continue doing the things they want, and accomplising their  wishes.

These pictures show some possible tasks you can apply to motivate your pupils.

Creating a Halloween mask

Creating a poster with the steps students followed to create the Halloween mask}

Creating a collage with some Halloween characters (cutting pictures from magazines)

References for additional information

 ühttp://education-portal.com/academy/lesson/the-importance-of-motivation-in-an-educational-environment.html

    ü  Charles, T. (2008). Best Practice in Motivation and Management in the Classroom. En T. Charles, Best Practice in Motivation and Management in the Classroom. Springfield, Illinois: Publisher LTD.

 ü  Ormrod, J. E. (4 de 30 de 2014). Education.com. Recuperado el 25 de 11 de 2014, de Education.com: http://www.education.com/reference/article/motivation-affects-learning-behavior/

ü  Wiseman, D., & Hunt, G. (2009). Teaching and the role of motivation. Oxford: Blackwell.D.