the language learning process

8/11/2019 The Language Learning Process

1/24

THE LANGUAGELEARNING PROCESSSome guidelines


2/24


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?


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.


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.


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


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.


8/24

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?


9/24


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


11/24


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.


13/24


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


15/24


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.


17/24


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.


19/24


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.


21/24


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


23/24

REFERENCES LINDSAY, C & KNIGHT, P LEARNING AND TEACHING ENGLISH, A

COURSE FOR TEACHERS. OXFORD UNIVERSITY PRESS, 2006


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.

the language learning process

Documents