UNIT 17 PRACTICE ACTIVITIES AND TASKS FOR LANGUAGE AND SKILLS DEVELOPMENT

This unit suggests that those activities are designed to let students the opportunity to experiment with the language and develop it, for example with vocabulary, functional exponent or grammatical structures, or of the subskills of reading, listening, speaking or writing. We can consider three kinds of practice activities and tasks for language and skills development: Controlled activities, Free activities and Freer activities.

Controlled activities are mostly used to guide students in using accurately the form of target language. Here are some examples of those activities like copying words or sentences, jazz chants, and drills. By contrast, free activities that focus on fluency, allow students to use the language they deserve in activities, so the teacher is not able to predict what kind of grammar or vocabulary for example they are going to use, but students will interact and recall past information into exercises or activities like discussions, problem-solving activities, sharing or comparing ideas, information or experiences; rank ordering/prioritizing.

In freer activities students have the help of the teacher to do some exercises and he or she guide in a determined way to make students get their goal to learn the target language. Students will produce the language according to what the teacher is avle to require from them.

Please go to the following links for more information:

http://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/glossary/practice_activities_and_tasks.php

http://www.funenglishgames.com/games.html

http://learnenglish.britishcouncil.org/en/

BIBLIOGRAPHY:

Jobs.languagelink.ru, (2014). Practice Activities and Tasks. [online] Available at: http://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/glossary/practice_activities_and_tasks.php [Accessed 7 Dec. 2014].

Funenglishgames.com, (2014). Free Interactive English Games - Fun Learning Activities for Students. [online] Available at: http://www.funenglishgames.com/games.html [Accessed 7 Dec. 2014].

Learn English | British Council, (2014). Learn English | British Council. [online] Available at: http://learnenglish.britishcouncil.org/en/ [Accessed 7 Dec. 2014].

UNIT 16 PRESENTATION TECHINIQUES AND INTRODUCTORY ACTIVITIES

It is clear that Approaches has to do with how Language Learning takes place. There are people who defend their point of view according to the way in which a language can be taught and learned by people, and here are some approaches and their most common characteristics: Presentation Practice Production (PPP), Lexical Approach, Functional Approach, and Communicative Approaches. Also, there is Grammar Translation, Total Physical Response (TPR), Guided Discovery, Content Based Learning, and Content and Language Integrating Learning (CLIL).

In the first approach Presentation Practice Production it is believed that language should be learnt at first by seeing the language in contexts, later there must be practiced by controlled and guided conditions, and finally a free practice activity to develop the outcomes from the students. Moreover, the syllabus focuses on grammatical structures and functions, the teacher inputs the language; however the students do not make decisions about what to learn. Some of the activities for this approach are: At the presentation stage Situational presentations and miming, in the practice stage it is possible to practice with drills, and at the production stage students can produce the language by role-playing and information-gap activities. The Lexical Approach is focus on Functions of the language and has the same strategies and stages as in the (PPP)

Communicative Approaches focus on Communication and meaning is communicated through functions, grammar, vocabulary, discourse and skills. In addition, to learn best the language is appropriate to use it in Interaction. The syllabus is mainly directed to tasks based on learners’ communicative needs. This approach highlights in importance Fluency rather than accuracy, and the use of authentic materials is necessary to encourage students to become active learners in their learning process.

The oldest approach is Grammar Translation. This approach focuses on grammatical rules and its understanding to get the language. Through this methodology, learners are presented a series of specific grammatical patterns of the target code and they should produce the language applying those patterns. Additionally, students translate texts and isolated sentences or words from L1 to L2 and vice versa to make emphasis on grammatical accuracy.

On the other hand, Total Physical Response focuses, and its syllabus, on grammatical structures and vocabulary which can be best leant by the exposition of it to the students where comprehension comes before production of the language. This methodology is commonly applied with young learners who do not reject moving all the time and doing things physically. Even though, they need a silent period to convey the language rather than produce it yet. There is practice through giving and following instructions among learners when they are in advanced stages.

In Guided Discovery the language has patterns of meaning and use. It is believed that learners get the language by building rules by themselves or discovering them. The teacher does not give directly specific rules, he/she provides at first some examples of the target grammatical point and later asks learners what could be the rule used in those examples. It works together with PPP, Task-Based Learning and the Functional Approach.

Content-based Learning has a syllabus which focuses on grammar, lexis, functions or skills and is used mainly in primary and secondary skills. In this approach the language is presented through topics which are related to school subjects or topics about the world.

Content and Language Integrated Learning which is the most modern approach focuses on communicate meaning. This approach is mainly related to skills, discourse, lexis, grammar and functions. The strategy to get the language is by Acquisition the syllabus is primarily focus rather than on language.

As it could be see, those approaches have differences and also similarities, there also can be appreciated the mix and match approach called an eclectic approach, that which combines the best things from different approaches. The course book, teachers and syllabuses use this eclectic approach and the learning experience is better from time to time.

Please go to the following links for more information:

http://www.forumdeutsch.ca/de/unterrichtsforum/breaking_the_ice__every_day_quick_and_easy_warm_up_activities_in_the_world_language_classroom
http://adulted.about.com/od/teachers/tp/warmupsforlessonplans.htm
http://busyteacher.org/teaching_ideas_and_techniques/warmers/


Bibliography:
-Forum Deutsch, (2014). Breaking the Ice � Every Day: Quick and Easy Warm-Up Activities in the World Language Classroom. [online] Available at: http://www.forumdeutsch.ca/de/unterrichtsforum/breaking_the_ice__every_day_quick_and_easy_warm_up_activities_in_the_world_language_classroom [Accessed 7 Dec. 2014].

-Peterson, D. (2014). 10 Ways to Start Your Lesson Plans Off with a Bang. [online] About. Available at: http://adulted.about.com/od/teachers/tp/warmupsforlessonplans.htm [Accessed 7 Dec. 2014].

UNIT 15 APPROACHES TO LANGUAGE TEACHING

It is clear that Approaches has to do with how Language Learning takes place. There are people who defend their point of view according to the way in which a language can be taught and learned by people, and here are some approaches and their most common characteristics: Presentation Practice Production (PPP), Lexical Approach, Functional Approach, and Communicative Approaches. Also, there is Grammar Translation, Total Physical Response (TPR), Guided Discovery, Content Based Learning, and Content and Language Integrating Learning (CLIL).

In the first approach Presentation Practice Production it is believed that language should be learnt at first by seeing the language in contexts, later there must be practiced by controlled and guided conditions, and finally a free practice activity to develop the outcomes from the students. Moreover, the syllabus focuses on grammatical structures and functions, the teacher inputs the language; however the students do not make decisions about what to learn. Some of the activities for this approach are: At the presentation stage Situational presentations and miming, in the practice stage it is possible to practice with drills, and at the production stage students can produce the language by role-playing and information-gap activities. The Lexical Approach is focus on Functions of the language and has the same strategies and stages as in the (PPP)

Communicative Approaches focus on Communication and meaning is communicated through functions, grammar, vocabulary, discourse and skills. In addition, to learn best the language is appropriate to use it in Interaction. The syllabus is mainly directed to tasks based on learners’ communicative needs. This approach highlights in importance Fluency rather than accuracy, and the use of authentic materials is necessary to encourage students to become active learners in their learning process.

The oldest approach is Grammar Translation. This approach focuses on grammatical rules and its understanding to get the language. Through this methodology, learners are presented a series of specific grammatical patterns of the target code and they should produce the language applying those patterns. Additionally, students translate texts and isolated sentences or words from L1 to L2 and vice versa to make emphasis on grammatical accuracy.

On the other hand, Total Physical Response focuses, and its syllabus, on grammatical structures and vocabulary which can be best leant by the exposition of it to the students where comprehension comes before production of the language. This methodology is commonly applied with young learners who do not reject moving all the time and doing things physically. Even though, they need a silent period to convey the language rather than produce it yet. There is practice through giving and following instructions among learners when they are in advanced stages.

In Guided Discovery the language has patterns of meaning and use. It is believed that learners get the language by building rules by themselves or discovering them. The teacher does not give directly specific rules, he/she provides at first some examples of the target grammatical point and later asks learners what could be the rule used in those examples. It works together with PPP, Task-Based Learning and the Functional Approach.

Content-based Learning has a syllabus which focuses on grammar, lexis, functions or skills and is used mainly in primary and secondary skills. In this approach the language is presented through topics which are related to school subjects or topics about the world.

Content and Language Integrated Learning which is the most modern approach focuses on communicate meaning. This approach is mainly related to skills, discourse, lexis, grammar and functions. The strategy to get the language is by Acquisition the syllabus is primarily focus rather than on language.

As it could be see, those approaches have differences and also similarities, there also can be appreciated the mix and match approach called an eclectic approach, that which combines the best things from different approaches. The course book, teachers and syllabuses use this eclectic approach and the learning experience is better from time to time.

Please go to the following links for more information:

}http://www.teachingenglish.org.uk/knowledge-database/approach

.http://www.onestopenglish.com/support/methodology/teaching-approaches/

http://www.teachingenglish.org.uk/knowledge-database/approach

BIBLIOGHRAPHY:

TeachingEnglish | British Council | BBC, (2014). Approach. [online] Available at: http://www.teachingenglish.org.uk/knowledge-database/approach [Accessed 7 Dec. 2014].

Onestopenglish, (2014). Teaching approaches. [online] Available at: http://www.onestopenglish.com/support/methodology/teaching-approaches/ [Accessed 7 Dec. 2014].

UNIT 14 LEARNER NEEDS

        Inevitably, all the people have many needs in the life, and mostly this is the case of students who are expecting to get the best aspects from their Language Learning process. If we talk about Needs, we need to exemplify the kinds of it and its reasons to happen. In we can identify three kinds of need, Personal needs, Learning needs, and (Future) professional needs.

         As the first matter personal needs have to do with praise, goals, support, and expectations of the students toward learning a second language; moreover, psychological and physical needs which will ensure students´ success, because they also affect the way in which a student would be able to study. Indeed, the reasons for personal needs are related to the age of the learners, their gender, cultural background, interests, educational background, motivation and personality. Those aspects are relevant every moment of the students´ life. When teachers look for more information about learners, they would find out that to make possible a positive achievement of the students´ goals and to amuse their needs, they are going to get a favorable experience through the target language learning.

        As a second matter learning needs, the teachers can provide certain kinds of strategies to accomplish students´ needs in this aspect. For example their specific ways of learning that encourage them to keep on getting the language, to learn language subskills or strategies to success an exam. Their autonomy and the feeling of being working at a suitable level will inspire them to persevere to achieve their goals. Moreover, the reasons for these needs are connected with their past language experience, learning goals and expectations of the course, level of skill and knowledge, availability of time and exam. When students demonstrate why they are capable to get another code, they are exhibiting the reasons to get and use it for their own sense.

        Finally, professional needs like specific subskills, vocabulary, grammar, functions and text types, secure stablish the connection with the reasons as professional language requirements for employment, training or education

UNIT 13 LEARNER CHARACTERISTICS

Learners are absolutely different; however they also can share some aspects of their own language process or their personal learning style which is one of the characteristics of them. We also can differ among their Motivation, Learning Strategies and Maturity. 

It is the teacher´s job to identify the different learning styles in his/her class. In fact, the more a teacher knows about students, the more possibilities they have to succeed in the language learning process. That is because teachers will be more able to prepare excellent lessons according to the students´ learning styles like visual, auditory, and kinesthetic. Students can prefer to work in groups, individually, in a reflective, impulsive or analytical way and with autonomy.

In addition, learners have a variety of ways in which they experiment or get the language as soon as they can. Some of these Learning Strategies are Memorize, Drills, Paraphrasing, Repetition, Asking for feedback to other who really knows the target language and others which are helpful for them.

Another factor that influences in the learning process and that is a characteristic of students is their Maturity. It is clear that as learners are younger, they will not manage very well a second language if they have no a great purpose to do it. Young learners like children and teenagers learn another code differently than older ones. For example, children are interactive and like to move around the class or enjoy more physical activities related to learning; otherwise, teenagers are developing their concentration and are worry about what other think of them and adults can concentrate for long periods of time, have mature cognitive skills and can pay attention to form and meaning of the language.

 

Finally, Motivation plays an important role in this process. While students are really motivated and have real purposes to acquire and learn a second language, they will feel confident to use that language to achieve their personal goals. Learner training must be developed to make them gain more confidence and positive expectations of themselves.

Please go to the following links for more information:

-http://www.facultyfocus.com/articles/teaching-professor-blog/seven-characteristics-good-learners/

-http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/Teaching-to-What-Students-Have-in-Common.aspx

-http://www.carla.umn.edu/learnerlanguage/ind_diff.html

Bibliography:

-Maryellen Weimer, P. (2014). Seven Characteristics of Good Learners. Faculty Focus. Retrieved 3 December 2014, from http://www.facultyfocus.com/articles/teaching-professor-blog/seven-characteristics-good-learners/

-Willingham, D., & Daniel, D. (2014). Educational Leadership:For Each to Excel:Teaching to What Students Have in Common. Ascd.org. Retrieved 3 December 2014, from http://www.ascd.org/publications/educational-leadership/feb12/vol69/num05/Teaching-to-What-Students-Have-in-Common.aspx

-Carla.umn.edu,. (2014). The Center for Advanced Research on Language Acquisition (CARLA). Retrieved 3 December 2014, from http://www.carla.umn.edu/learnerlanguage/ind_diff.html

http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1&L21979.htm

UNIT 12 DIFFERENCES BETWEEN L1 AND L2 LEARNING

This unit reflects how we can differentiate how we learned out first language or mother tongue and how we get a second language and primarily it is concerned to the ages and distinct contexts in which languages are learnt.

L1: learners acquire the language since they are babies and develop it through the pass of the life in a natural environment as at home, where the language is achieved in an unconscious way. Later, L1 is learnt in the first time of school programs to higher educational context. In these contexts, learners are really motivated by the desire to communicate with others and to convey their messages.

On the other hand, L2 is progresses mainly in school classrooms or settings, and it will continue during the period that the learner need or desire. In those kinds of settings, students will advance their English skills and also the cognitive part as well. However, according to the age of the students, they will demonstrate a mature attitude towards the language and motivation will increase if we are talking about adults.

In relation to contexts the L1 is essentially learnt by exposure and picking up, moreover imitation, interaction with the family and being plenty of opportunities to experiment with the language. Besides, L2 is principally learnt through specific language items, in a classroom, with no more than few hours of learning process. In addition, learners receive little individual attention of the teacher and they are supposed to be accurate all the time. This fact reflects how we were and are managing languages for many years, in diverse ways.

-Please go to the following links for more information:

-http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm

-http://eslprofessionaldevelopment.wikispaces.com/Second+Language+Acquisition+-+Learning+in+L1+and+L2

Bibliography

-Ellis 94 (based on Bley-Vroman 1988)

UNIT 11 THE ROLE OF ERROR

I have learnt that errors are another important part in the language learning process, because through the commitment of errors, students will encourage to pay attention to their own progress and to achieve day by day their goal to learn a second language.

Of course, there are some reasons why students make errors during their learning process: Interference that is the use of features of the mother tongue into the target language production. According to this factor a teacher can submerge the students in a series of language exercises to avoid doing the same errors like the use of False Cognates to overcome Interference.

Next, we have Developmental Errors which are really normal for any kind of learner. It occurs while a student is experimenting or using the language in the way he/she can. The teacher must use strategies to overcome this problem. Teachers can prepare exercises about the Past Tense of Regular and Irregular verbs to avoid students´ overgeneralization of the grammatical rules for this part of English grammar. Moreover, it is necessary to mention that there are some errors that cannot be easily eliminated, as a result of this fact it is produced Fossilization when learners do not have communicative reasons to improve their language.

Even there exist those reasons to commit errors it is possible to generate opportunities to let them out if students are exposed all the time to the target language to acquire it conscious and unconsciously. Encourage students to use the language in their interactions during the English classes and Focus on Form which is the job of the teacher to explain.

-Please go to the following links for more information:

 http://www.teachingenglish.org.uk/blogs/admin/problem-linguistic-interference-tefl

http://www.eduinnova.es/mar2010/how_to_deal.pdf 

http://www.phon.ucl.ac.uk/home/wells/interference.htm

Bibliography:

-English Phonetics, Journal of the English Phonetic Society of Japan, 3.9-21 (2000).