The Language Learning Process
-
Upload
katherine-andrea -
Category
Documents
-
view
222 -
download
0
Transcript of The Language Learning Process
-
8/11/2019 The Language Learning Process
1/24
THE LANGUAGELEARNING PROCESSSome guidelines
-
8/11/2019 The Language Learning Process
2/24
-
8/11/2019 The Language Learning Process
3/24
Learning Formal Informal
Activity N 1 Think about your experience of learning English. How did you
learn? What effect did your English teachers and the way theytaught have on you? Have your experiences as a languagelearner will affect your teaching? If so, in what way?
-
8/11/2019 The Language Learning Process
4/24
Learners Learners can be passive or active Active learners develop positive habits that allow them to
learn more quickly and effciently. For example, they: Use new language inside and outside the classroom Use study techniques Look for the best way to find out what new words and
expressions mean. Notice and analyze new language and incorporate it into the
language they use. Monitor their own language and self-correct where necessary.
-
8/11/2019 The Language Learning Process
5/24
Activity N2 Look at the text below and decide what the invented words in
italics mean:
Since it was hot John took oof his thick blaggar as soon as hecame into the house. He switched on the kettle to makehimself a cup of hot cofty . He put on his homeyshoes and tookhis cofty into the living roomwhere he settled down in his
bestingest armchair. He breathed a fuff of relief. It had been along and dirky day.
-
8/11/2019 The Language Learning Process
6/24
Teachers Teachers are responsible for a large amount of waht happens
in the classroom: What is taught Resources used Type and order of activities Classroom management Assessment Feedback Correction Encourage learners to take responsibility for their own
learning and become active learners
-
8/11/2019 The Language Learning Process
7/24
Scaffolding Structured support The teacher supports the efforts of the learner, guiding them
in the right direction, until the knowledge and understandingthey have built is strong enough for the scaffolding to betaken away.
How? Breaking down the learning task into manageable stages. Designing activities that build on previous activities Helping learners see how the previous knowledge is useful to
make snse of the new knowledge. Deciding when learners are ready to move on to the next
stage.
-
8/11/2019 The Language Learning Process
8/24
Activity N3 See the example provided and discuss it with your partner.
What is the teacher doing? How effective teachers scaffoldingis? Would you add anything? Would you do it differently?
-
8/11/2019 The Language Learning Process
9/24
-
8/11/2019 The Language Learning Process
10/24
What is language? What is Language?
Language, the principle means used by human beings tocommunicate with one another. Language is primarily spoken,
although it can be transferred to other media, such as writing.
The language learning process can be divided into five stages: input noticing recognizing patterns and rule making use and rule modification automating
-
8/11/2019 The Language Learning Process
11/24
-
8/11/2019 The Language Learning Process
12/24
INPUT INPUT is all the target language that a learner is exposed to,
both spoken and written, inside and outside of the classroom,formal or informal.
examples: teacher, friends, newspapers, tv programmes, the
internet, etc.
-
8/11/2019 The Language Learning Process
13/24
-
8/11/2019 The Language Learning Process
14/24
NOTICING Learners will NOTICE only some of the language they are
exposed to. Some of this will already know and some may beknew. What the learner may notice is a gap in their learning,or its is going to be brought by the teacher.
example: making plurals
-
8/11/2019 The Language Learning Process
15/24
-
8/11/2019 The Language Learning Process
16/24
RECOGNIZING PATTERNS ANDRULE MAKING
The learners start to notice that there is a pattern to followand start TO DEVELOP A RULE to themselves. For example verbs ending in ed refer to things that happen in the past
the teacher might also tell the learners the rule and then give
a chance to use it in a writing or speaking activity, for example,telling a short story.
-
8/11/2019 The Language Learning Process
17/24
-
8/11/2019 The Language Learning Process
18/24
USE RULE ANDMODIFICATION
The individual learner, having generated their own rule, startsTO USE THE RULE to produce their own sentences. As the ruledoes not include the exceptions of irregular verbs, they willmake mistakes. They might be corrected and MODIFY the rule
to include irregularities. Alternatively they might notice forthemselves that some verbs referring to the past do not end in ed and modify their rule accordingly.
The teacher can have the choice of giving the learners thewhole set of rules or providing a further explanation whenirregular forms start to occur in texts.
-
8/11/2019 The Language Learning Process
19/24
-
8/11/2019 The Language Learning Process
20/24
AUTOMATING Eventually the learner will be able to refer to the past using
both regular and irregular verbs without consciously thinkingof which ended is needed. at this point THE LANGUAGE HASBECOME AUTOMATIC , and englisg is used intuitively and more
like the way the native language is used.
-
8/11/2019 The Language Learning Process
21/24
-
8/11/2019 The Language Learning Process
22/24
APLICATION ACTIVITY DEMONSTRATE THE PROCESS DESCRIBED BY USING THE
PICTURE YOU HAVE IN YOUR HANDS. REMEMBER TO FOLLOWTHE FIVE STAGES INVOLVED:
input noticing recognizing patterns and rule making use and rule modification automating
-
8/11/2019 The Language Learning Process
23/24
REFERENCES LINDSAY, C & KNIGHT, P LEARNING AND TEACHING ENGLISH, A
COURSE FOR TEACHERS. OXFORD UNIVERSITY PRESS, 2006
-
8/11/2019 The Language Learning Process
24/24
Assignment N1
Objective:Reflect, analyze and discuss the wide range factors involving the
EFL teaching in the Chilean Context. Interview two school Englishteachers and some of their students and make them the followingquestions:
Teachers: What are you teaching your students now? How much ofit do they actually learn?Students: What are you learning in the English class this year? Doyou enjoy the English class?
General Instructions.Report your findings
Provide examples if necessary.