jueves, 27 de noviembre de 2014
Part 2 Background to language learning
Unit 12 differences between LI and L2 learning
"You can never understand one language until you understand at least two."
‒Geoffrey Willans
Firstly, I learn in this unit that when people learn their first language (L1) they learn in different context
and in different ways. Some factors are influenced, such as age, and context
and ways of learning. It is not always
easy to describe L2 learning in the classroom because it happens in different
ways in different classrooms. Also, a big difference between L1 and L2 learning
is that L1 learning is nearly always fully successful, while L2 learning varies
a lot in how successful it is.
Secondly, I believe that the analysis is important in some cases like age, for example babies
learn language at the same time as their cognitive skills but adults for
example show maturity I heir attitudes to language learning. On the other
hand in L1 learners are motivated to learn language as they need to
communicate, but in L2 adults and some secondary learners may already have expectations
(beliefs that something will or should happen) about how languages should be
learnt.
Finally, For my personal point of view, exposure to language is important for learning. For
example in L1 LEARNING the way of learning is by chunks and picking
up language. But in L2 EARNING, the way of learning often occur by focusing
on structures and individual words.
Key words: first
language, context, cognitive, maturity, expectations, exposure, chunks, picking
up, structures.
Yesyhd, M.
(2012, May 8) Unit 12: Differences between L1 and L2. Retrieved from.
http://yesyhd.wordpress.com/2012/05/08/unit-12-differences-between-l1-and-l2/
http://yesyhd.wordpress.com/2012/05/08/unit-12-differences-between-l1-and-l2/
Bodeepongse,
Porntip. (2009, April 27) TKT Unit 12_L1 & L2. Retrieved from.
Part 2 Background to language learning
Unit 11 The role of error
Errors are not in the art but in the artificers.
-Isaac Newton
Firstly, I learn in this unit that it is important to consider the difference between error and slip. Errors occur
when learners try to say something that is beyond their current level of
knowledge or language processing (working on the language unconsciously
to try to understand and learn it). But, slips are the result of tiredness
worry or other temporary emotions or circumstances, because students are not
concentrating on what they are saying or writing. After that, the two main
reasons why second language learners make errors is the influence from the
learner`s first language on the second language. In addition, some
factor to consider: interference, developmental error (for example a student
that doesn`t completes his/ her levels in English, such as advance grammatical structures
or idioms), mislearning, fossilization (when errors do not disappear, but get fossilized).
A great example is when adults are able to communicate as much as they need to
in the foreign language and so have no communicative reason to improve their
language, so the lack of exposure to the L2 fossilised errors.
Secondly, I believe that the natures of typical mistakes are factors like age, learning styles, levels
and backgrounds. Also, the categories of mistakes are: grammar, register,
lexis, pronunciation, misunderstanding what they hear and spelling. It is also
important that teachers do something to avoid and improve errors in the class. For
example: teachers can praise their students if they can improve self-confidence
and motivation. Teachers also can improve students to correct themselves, it
means with a little prompting from the teacher, a good habit for them,
they can do less dependent.
Finally, For my personal point of view, the developmental error is common to all learners. For example, when students
use the past tense instead of present perfect tense, or when students make a mistakes
with the past verbs forms.
Key words: errors, processing, slips, first
language, second language, fossilized, prompting, developmental error.
Lucas, Ashley. ( 2009, May 10 )The role of
error Outcomes. Retrieved from
Martinez, Jenny (2014, June 7) The TKT Teaching
Knowledge Test Course. Retrieved from
PART 2 Background to language learning
Unit 10 Exposure and focus on form
“Learning a foreign language not only reveals how
other societies think and feel, what they have experienced and value, and how
they express themselves, it also provides a cultural mirror in which we can
more clearly see our own society.” By Chancellor Edward Lee Gorsuch
Firstly, I learn in this unit that to acquire language, learners
need to hear and write a wide variety of language at the right level for them.
Then, it is important to know three main ways in which students learn a foreign
language. Acquisition, interaction and focus on form. Also, depending on
the learning style and the age of the students to learn best
by pick it up or interact between them. For example,
children learn their first language; it means the language they
learn as a baby by pick it up automatically, teenagers learn a foreign
language interact when they learn a new language. In addition,
one way students learn a foreign language is for the exposure to
it. For example, when students hear a song or read and article.
Secondly, I believe that some investigation show
about the way an adult learns when the exposure to the language is not enough.
Teachers need to focus their attention on the form of some aspects when a
student learns a foreign language, such as how to pronounced or written, on how
its grammar is formed by them. Learners can benefit when teachers can help
students to notice forms, for example: presenting new target language to
learners by asking them to find certain grammatical patterns in listening or
reading texts.
Finally, For my personal point of view, several approaches were
commonly used in the past may not be sufficiently helpful to learners, for
example: Grammar translation
method which focused only on
grammar and translating text, the
structural approach which
focused only on learning and practicing structures or communicative approaches which just focused on using language
fluently in communication. On the other hand, correction may be the best
suitable way to focus on form, for example when student`s have some grammar
mistakes the teacher correct them and help students to improve their weakness.
Key words: learning style, first language, interact,
exposure, pick it up, Grammar
translation method, the structural approach, communicative approaches.
Bodeepongse , Porntip (2009, April 27) TKT Unit
10 Exposure and Focus on Form. Retrieved from
Cristoful, M. (2014, May 15 )Unit 10. Exposure and
focus on form. Retrieved from
miércoles, 26 de noviembre de 2014
PART 2 : BACKGROUND TO LANGUAGE LEARNING
UNIT 9: MOTIVATION
"The good teacher tells, the better teacher
explains, the superiors teacher demonstrates, the great teacher inspires"
By Ricardo San Martin Vadillo.
Firstly, I learn in this unit that MOTIVATION is very vital in language learning. It
is one of the key factors that helps make language learning
effective. Students are interested in the culture of the language they
are learning because they want to become part of that culture, for that reason
the target language culture is important. For example: Students
want to learn Japanese because they want to understand Manga comics better, or
learning English to read about their favorite celebrities such as Paul
McCartney, Taylor Swift and so on. In addition, students might be motivated
because: they enjoy the social interaction with the teacher and with other
students. Then, they are in control of their learning and can do things on
their own, they develop their autonomy.
Secondly, I believe that the most important part is that students are interested in the lessons - the coursebook and topics are fascinating. Teachers
can realize when their students are motivated by some characteristic like:
positive attitude to doing tasks and activities, desire to succeed, able to
persevere, previous positive learning experiences. In other words they feel confidence; it means feeling
that they can do things successfully. For example: Students have to present a
role play about their favorite’s hobbies and a brochure about their favorites
cities. In this case students aren´t unmotivated because they like to talk about things
they like, so these activities motivated them.
Finally, For my personal point of view, A
GOOD TEACHER: helps students become more independent learners, can vary
the pace of lessons, uses a variety of materials and methods to make his/her
lessons interesting and provide sufficient support to students. Also, can
present language concepts and give instructions clearly and simply, but the
most important is "Establish discipline and order in his/her
lessons". As a conclusion, teachers should help students without demotivating them.
Key words: motivation, factors, target language
culture, autonomy, coursebook, confidence, unmotivated, independent learners,
demotivating.
Sekulic, Aleksandra
(2010, October 9)Motivation based on TKT course. Retrieved from
Bodeepongse, Porntip
(2009, April 27) TKT Unit 9 Motivation. Retrieved from
TKT (Teaching Knowledge Test)
The TKT Essentials course provides an
introduction to English language teaching methodology for teachers who want to
develop expertise in Communicative Language Teaching (CLT). It is suitable for
both beginning teachers who need to develop knowledge of key concepts in ELT
and experienced teachers who want to update their methodology.
The course covers the key concepts in the
theory of communicative language teaching. It provides a comprehensive
introduction to knowledge for the teacher about language learners and actual
classroom practice.
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