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Describing learning and teaching

Introduction 1- The differences between language acquisition and language learning. learning. 2- Models of teaching. teaching. - Grammar-Translation Grammar- Audio-Linguilism Audio- PPP - CLT - Task-based Learning Task3- Elements for successful language learning ESA - Engagement - Study - Activate 4- ESA and planing. planing. conclusion

Language acquisition
It refers to the process of natural assimilation, involving intuition and subconscious learning. It is the product of real interactions between people in environments of the target language and culture, where the learner is an active player. It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge.

It develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary. It is responsible for oral understanding the capability for creative communication and for the identification of cultural values.

In order for acquisition to take place, certain elements should be met:

Exposure Motivation Oppotunity

LANGUAGE LEARNING :
It is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form. The objective is for the student to understand the structure and rules of the language, whose parts are dissected and analyzed. The task requires intellectual effort and deductive reasoning. The form is of greater importance than communication.

GrammarGrammar-translation :
Was probably the most commonly used ways of learning languages for hundreds of years. And it is still practiced in many situation. Some think that by analyzing the grammar and by finding equivalents between the students language and the language to be studies, the students will learn how the foreign language is constructed.

The danger with grammargrammartranslation in other words, is that it teaches people about the language and does not really help them to learn the language itself.

AudioAudio-lingualism:
This is the name given to a language teaching methodology based heavily on behaviorist theories of learning. These theories suggested that much learning is the result of habit formation, where performing the correct response to a stimulus means that a reward is given, and the repetition of this reward makes the response automatic. This procedure is referred to as conditioning.

As a result of this, Audio-lingual classes Audioconcentrated on long repetition-drill stages, repetitionin which the teacher hoped that the students would acquire good language habits. However, it is very interesting to note that drilling is still considered a useful technique to use, especially with low-level lowstudents.

Presentation Practice and Production ( PPP )


- Here, the teacher presents the context and situation for the language, and both explains and demonstrates the meaning and form of the new language. - And it is extremly effective for teahing simple language at lower levels. - It becomes less appropriate when students already know a lot of language, and therefore do not need the same kind of marked presentation.

Communicative language teaching :


was a radical departure from the presentation practice and production type lessons ( PPP ), which had tended to dominate language teaching. - Communicative language teaching has two main guiding principles:
- This

1- language is not just bits of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing suggestingwhich students should learn how to perform using a variety of language exponents students also need to be aware of the need for appropriate when talking and writing to people in terms of the kind of language they use ( formal, informal). CLT is not just about the language, however, it is about how it is used.

2- It is developed from the idea that if students get enough exposure to language and opportunities for its use and if they are motivated then language learning will take care itself. In other words the focus of much communicative language teaching become what is called Activation where students use all and any language they know to communicate, shows this aspect of CLT at work.

TaskTask-Based Learning_ TBL:


A typical TBL sequence starts with : A pre-task preTask cycle Language focus phase

This approach puts communicative activities at the heart of learning and as a result a TBL syllabus might well be a list of tasks and activities, not a list of language. TBL: like a communicative methodology has allowed teachers and students to concentrate on how we achieve things with language, and how we can use language for certain tasks. it is a significant departure from the original PPP sequence, since it takes the third element ( production ) as the starting point, not the end point of the procedure.

In order to get both a very persuading and effecient job concerning language learning success of course as an english teacher these coming elements should be greatly underlined.

1- Engagement: which means the success


of any teacher accurately English teacher is seen and appreciated through the mirror of his students course or lesson engagement.

These people are invited to get involved in learning procedure and to get the student involved is not that easy at all. Teachers need to plan according to smart strategies built upon coherence, cohesion, clearity and determination to gain the students interest and attention. Both minds and hearts are brought into service. Material such as games, music, stimulating pictures, dramatic stories and amusing anecdotes undoubtedly serve the purpose.

2- study :
Means to positively push the students to find out some suggested solutions to some suggsted situations such as the construction of elements of grammar, regular vs irregular verbs, make them aware of the changes, structuring and coming up with the purpose aimed to get achieved. In that way which means via these discovery activities students are willing to respond to the teacher as well as the course rather than just leave it to the teacher.

3- Activate:
In this step students role here is to practice what has been achieved to make sure that the teacher has succeded in passing on his messages through a wisely studied plan. When people read, listen to understand the teachers messages rather than thinking of the language structure they are seeing or hearing,they,then,successfully get involved in languege activation

Lesson sequences:
We are talking about the order those noticed elements should follow. The order is changing from one situation to another depending on classroom reactions and circumstances. We can follow two or three strategies:

Straight arrows:

Engage

study

activate

Boomrang:

Engage

activate

study

Patchwork:

Engage

Study

Activate

ESA and Planning: Sure we need to be systematic and working according to a well-studied plan. wellWe need to be organized,prepared and a clear teaching strategy follower to get your students engagement,to perfectly finding solutions to the multiple course limitations then the good activation of the input.

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