UNIT 11

Unit 11

The role of error

On the process of language learning errors are common and from my point of view they show a signal about progress on the learner. Interlanguage is also a result of the learning process because learners unconsciously analyze and recognize the two languages and creating a new version, an example of interlanguage is the “Spanglish”. One of the most common mistakes is interference, when students use the grammatical structures from L1 (mother tongue) into L2. Not all the mistakes are the same, errors occur when learners try to say something that is higher to his level, on the other hand, slips are the result of tiredness or other emotional factor that produce a mistake.  

I have to mention two main ideas that can help learners to develop the target language, the first one is exposure so they can analyze the language structure and apply to their language production, on this case I would present students authentic material as news on English, but taking into account their level and interesting also.  Second, learners’ needs the language to interact so I would create into the class activities as discussions, role plays or interviews were students have their opportunity to develop their confidence.  

Another problem is fossilization when a student`s error do not disappear, that is always present, this is caused by the lack of exposure of L2.  Most of the time, the English class is the only time where students use the target language so the teacher should provide students as many opportunities as possible to work out the language.

The teacher wants from students to speak perfectly but if every single time a student opens his mouth we make corrections, we are making a bad learning language experience. I consider that is important to let them talk for as long as we can understand the message they are trying to get across. Whenever the message becomes unclear, time to help them a little bit or reformulate it.  Native speakers don't care if you say things perfectly or not as long as you can get the message across.

For more information check this link:

Maria Karra . (2006). Second Language Acquisition: Learners' Errors and Error Correction in Language Teaching. 2014, de ProZ.com Translation Article Knowledgebase retrieved from: http://www.proz.com/translation-articles/articles/633/1/Second-Language-Acquisition%3A-Learners'-Errors-and-Error-Correction-in-Language-Teaching

Susana Gómez Martínez, Universidad de Valladolid (2007), Should we correct our students errors in l2 learning? Encuentro Retrieved from:

http://www.encuentrojournal.org/textos/16.8.pdf

UNIT 10

UNIT 10 

Exposure and focus on form 

Every time, students are exposure to the target language, as for example the music, but this isn´t enough to learn a language. Students need to pay attention to different characteristics of the language as for example the pronunciation.

We as a teachers will meet students that have traveled abroad and just picked up the language but also students that learn the language using a method (most of the cases the grammar translation method) In a class is important to create a variety of teaching methods according to the learning styles from students . Sometimes students can face problems at the moment of learning a target language , sometimes isn´t enough to read or listen , that`s why I consider that the teacher should use correct material to the correct level.

In my opinion, students need to interact more that be siting and just act as receptive learners instead of be productive ones. If I have the chance to create an interactive activity, I would to every Monday and Friday because learned did several activities outside the classroom and Friday because they have plans for the weekend, therefore there is a lot to talk about. In this case I can work with pair work interviews or problem solving activities, the objective is the interaction and that learned could be able to work out the language.

Sometimes with fist level learners don`t have enough vocabulary to express his ideas, encourage students to use other words to express them take a successful part at this point of the class. Paraphrasing which is a valuable learning process, by a warm up called Pictionary students can practice paraphrasing. 

Foreign language also needs to focus on other features like pronunciation and here takes past and an activity I suggest, use song to practice pronunciation, more that be authentic material it provides students a clear examples about sounds, and also useful to notice  certain grammatical patterns.        

For more information about this check this links:

Alberto Amaro. (2011). Exposure and focus on form, de slide share Retrieved from: http://www.slideshare.net/albertamaro/exposure-and-focus-on-form?related=2

Elizabeth Crawford-Brooke, Ph.D., CCC-SLP Director of Educational Research and Design, Lexia Learning (2013), THE CRITICAL ROLE OF ORAL LANGUAGE IN READING FOR TITLE I STUDENTS AND ENGLISH LANGUAGE LEARNERS, Lexia Learning. Retrieved from:

http://lexialearning.com/lexiaresearch/whitepapers/oral-language-whitepaper

UNIT 9

UNIT 9

Motivation

Personally, motivation is the most important factor that influence the classroom environment and result from students too, without it, students won`t make enough effort into the class. Some students may have extrinsic motivation like a possibility to travel abroad or some of the have intrinsic motivation that is personal for example the improvement of the target language.

One of the most important characteristics of motivation is the material like course books, most of the time they used to be monotonous so is appropriate to vary the material and also be sure that it is according to the learner’ age and level and needs.

Another relevant factor that help students to achieve a sense of achievement (confidence), is giving positive feedback. On an oral presentation you can point out fist the positive aspects from the students work as the material, presentation management if these are the cases. On the other hand if there is something that the students’ needs to improve is better to talk about it personal but do it as a suggestion for example: You could use this words… or a good idea is… Otherwise the students will be demotivated if you mention in from of the class his mistakes or errors in from of the al class.   

Finally I consider that target language culture is also part of motivation.  I have to say that one of the reasons I Liked to study English is because I wanted to learn American culture.  Some students, like me, not only look for grammar on an English class but also they look for a new culture. My English teacher from the high school  used to bring to the class American TV programs, I learned a lot from them and that`s why I do suggest that a new way of studying American culture and also be familiar with it is using this king of material, so learners will face authentic material.

For more information check this links:

Pablo Mejia Madonado. Msc.. (2009). How to motivate students. 2013, de Slide Share Retrieved from: http://www.slideshare.net/pabmejia/taller-how-to-motivate-students?qid=8543ad15-4caf-4fe7-b9bf-f59508cc771b&v=qf1&b=&from_search=1

Dr Jennifer Irwin. (2006). Student motivation. Slide Share Retrieved from: http://www.slideshare.net/jvirwin/student-motivation-13228070?related=1