CENTRAL UNIVERSITY OF ECUADOR

FACULTY OF PHILOSOFIE

ESP

TEACHERS AND LEARNERS LANGUAGE IN THE

CLASSROOM

MIGUEL ARIZALA

GABRIELA RUIZ

MAYTA VASQUEZ

The language that best suits the learners and the situation .

C.F. are the purposes for which both use language in the classroom.

e.g. activities, explaining points.

InstructingImperative for young learners and beginners

- Open your books on page…

For higher levels we might use another language forms

- For this exercise we will work in pairs

ExplainingWe explain the learners how to do an activity

- We will put the project on the wall.

NarratingIn primary classrooms we often tell stories to the learners.In adults classrooms the experiences must be more detailed.

ElicitingIt’s when we get information from our learners rather than giving it to them

PromptingIt’s when we say something to help learners to remember something, or giving them ideas.

- Clo….for closure

CorrectingWe can correct learners by using language to points out the mistakes.

Checking learningAll the time, most frequently after presenting new language.

- Can anyone give me a sentence?

Conveying the meaning the new languageWhen we show the meaning of new words or structures.

- Realia, mime, questions, explaining

UNIT 27

Identifying the functions of learners' language

HOW?

• Tasks and activities• Asking questions of the teachers

Asking for clarification:

Asking for Clarification

F: I’m afraid I am not quite clear what you mean by …

F: I’m sorry, I don’t understand what you mean by …

SF: I’m sorry, but could you explain what you mean by …

SF: What do you mean by … ?

I: What exactly are you trying to say ?

I: What (exactly) are you getting at ?

http://www.commonenglishphrases.com/2011/08/asking-for-clarification/

KEY CONCEPTS functions of learners' language

Stages:

(step in a process)• There are twenty

separate stages in this process.

• Hay veinte etapasdiferentes en este proceso.

http://www.wordreference.com/es/translation.asp?tranword=stage

INTERACTION

Interact appropriately with each other

Talking, dancing, playing a game —

all of these activities allow you

to interact with other people.

To interact means to communicate

and react to the people you're involved with.

EXAMPLES

Unit 28 Categorizing learners' mistakes

Mistakes show problems either with accuracy,

i.e. using the correct form of the language

or with communication.

i.e. sharing information dearly.

Learners can make:

ORAL MISTAKES

WRITTEN MISTAKES

ORAL MISTAKESOral mistakes are mistakes learners make when they are speaking. They make mistakes in the

accuracy of, for example: grammar, pronunciation or vocabulary or in the degree of formality of

the language they use.

• ACCURACY

Accuracy is the use of correct forms of grammar, vocabulary, spelling and pronunciation. In an

accuracy activity, teachers and learners usually focus on using and producing language

correctly.

1. Grammar: She like this picture. (Talking about present habit)2. Pronunciation: I wear my suit in the sea.3. Vocabulary: The dog bite me. (Talking about a dog attacking someone)

In Example 1. The learner has missed the third person s from the verb. The learner should have said She

likes this picture'.

In Example 2. The learner has used suit instead of swimsuit. The learner should have said wear my

swimsuit in the sea'.

In Example 3. The learner has used the long /biːt/ sound when he/she should have used the short lit sound.

The learner should have said 'The dog /bɪt/ me'.

• APPROPRIACY

Language which is proper or appropiate in a particular situation.

1. 'Shut up!‘ (said to a classmate)2. It depends of the weather

Example 1. It is rude to say 'Shut up!' in the classroom.Can you be quiet, please?‘Example 2. It is not the same as in Spanish.It depends on the weather

WRITTEN MISTAKES

As with oral mistakes; these can also be categorized into slips or errors in accuracy or appropriacy, or errors in

communication.

Grammar

She never goes with nobody.

She never goes with someone.

Punctuation

The wizard said “Pay no attention to that man behind the curtain.”

The wizard said, “Pay no attention to that man behind the curtain.”

A comma is needed before a direct quotation.

I doed the homework.

I did the homework.

ERROR (NOUN)A mistake that a learner makes when trying to say or write something above their

level of language or language processing.

A developmental error: is an error made by a second language learner which

could also be made by a child learning their mother tongue as part of their

normal development.

e.g.

I goed there last week.

(I went there last week).

A fossilized error: is an error that has become (almost) permanent in a learner’s

language and has become a habit.

Fossilized errors cannot easily be corrected.

For example:

A B2 learner might habitually not add an ‘s’ when saying third person singular present

simple verbs.

A SLIP.When a learner makes a slip they make a language mistake but they are able to correct

themselves.

e.g.

Learner: He like ice-cream, I mean, he likes ice-cream.

Word missing

wrong word order

wrong spellingWrong vocabulary

punctuation (comma, full stop, etc,)

A common tool to optimize learners opportunities.The teacher uses a correction code to indicate the types of mistakes in accuracy that the learner has made. This enables learners to make their own corrections.

Example: