UNIT 12 DIFFERENCES BETWEEN L1 AND L2

DIFFERENCES BETWEEN L1 AND L2 

There are some differences when students are learning a second language; age, context and ways of learning will differ from their first language. Furthermore, students learn their first language when they are babies, but L2 is acquired in primary school. To learn L1 and sometimes L2 pupils are exposed to the context in order to pick up the language naturally. Meanwhile, in L2 there are specific structures and individual vocabulary to be taught. Moreover, L1 will be successfully developed in the context while L2 will have difficulties and challenges to be fully successful. In the language teaching classroom the learning process development is linked with the learners’ age. If there are students with more developed cognitive abilities they need to focus on form of language. On the other hand, children learn by being expose to the language and by doing things in groups or pairs. Additionally, motivating and building confidence will be clue words for a teacher during their classes. 

 If learners feel motivated they could pick up the language easily without too much problem.    

For more information click on the following sources:

•  Haynes, J. (2014). Language Acquisition vs. Language Learning. Everythingesl.net. Retrieved 27 November 2014, from http://www.everythingesl.net/inservices/language_a

• Homepage.ntlworld.com,. (2014). Comparing First and Second Language Acquisition by Vivian Cook. Retrieved 27 November 2014, from http://homepage.ntlworld.com/vivian.c/SLA/L1%20

• Serendip.brynmawr.edu,. (2014). First and Second Language Acquisition. Retrieved 27 November 2014, from http://serendip.brynmawr.edu/biology/b103/f03/we

• Es.slideshare.net,. (2014). L1 and L2 acquisition. Retrieved 27 November 2014, from http://es.slideshare.net/jalomi112/l1-and-l2-acquisition

UNIT 11 THE ROLE OF ERROR

THE ROLE OF ERROR

Errors are common when speaking or writing a new language; they are part of the learning process that is why experts categorized them into errors and slips. Errors are made by students when they are processing the language because there are some parts that they do not know or understand previously. On the other side, slips are not a result of language processing; they are learners’ tiredness or temporary circumstances that affect their concentration on the language.  In addition, students show two reasons for making errors. First, they have an influence of L1 in their production of the target language.  Second, they are unconsciously experimenting with the language without being aware of it. In fact, teachers consider difficult to correct errors because they do not know how to recognize them. Indeed, prompting tasks, drilling and reformulation will help learners to improve the use of the language. However, sometimes it is suitable to ignore errors in order to build confidence on students.  

To see more information click on the following sources: 

• Google Books,. (2014). Errors in Language Learning and Use. Retrieved 27 November 2014, from http://books.google.com.ec/books?hl=es&lr=&id=7I1EAgAAQBAJ&oi=fnd&pg=PP1
• Carla.umn.edu,. (2014). Retrieved 27 November 2014, from http://www.carla.umn.edu/immersion/acie/vol1/Bri
•   Services, P. (2014). Second Language Acquisition: Learners' Errors and Error Correction in Language Teaching by Maria Karra (Translator Education,Translation Theory) - ProZ.com translation articles. Proz.com. Retrieved 27 November 2014, from http://www.proz.com/translation-articles/articles/633/1/Second-Language-Acquisition%3A-Learners'-Errors-and-Error-Correction-in-Language-Teaching

UNIT 10 EXPOSURE AND FOCUS ON FORM

EXPOSURE AND FOCUS ON FORM

 There are three ways to learn a language such as exposure, interaction and focus on form. When teachers expose learners to the language they will increase the opportunities of unconscious language acquisition. What´s more, interacting with other people would force learners to experiment with the language and challenge themselves to use structures and chunks. However, to complete the learning process it is necessary to focus on form because learning a language is not paying attention just to meaning also to formal features like pronunciation, word order, grammatical structures, etc. Furthermore, in the language teaching classroom the ways of learning a language will vary according to learners´ age. For example children acquire the language just by exposure and interaction; they do not need to base their learning on form. In addition, this exposure needs to be done inside and outside the classroom using authentic material. On the other hand, adults base their knowledge on form, they consider compulsory to learn grammatical structures. Teachers should create a mixture of the three ways of learning in order to have good results during the process.

To see more information click on the following sources:

• The Classroom | Synonym,. (2014). Classroom Interaction in Teaching English as a Second Language | The Classroom | Synonym. Retrieved 27 November 2014, from http://classroom.synonym.com/classroom-interaction-teaching-english-second-language-2748.html
• Melta.org.my,. (2014). Retrieved 27 November 2014, from http://www.melta.org.my/ET/1991/main3.html

UNIT 9 MOTIVATION

MOTIVATION

Motivation is remarkably important for teachers and students. Teachers should know the specific purposes of their pupils to learn the language and students should emphasize on the necessities they have to learn the language. Furthermore, students learn a language when they consider useful to know the language well in order achieve practical goals such as studying, getting a job or just for traveling; when they are interested in the culture of the target language to understand the cultural background in which the language is taking place and finally, when they are successfully confident and independent to encourage him or her to keep studying the language. In fact, intrinsic and extrinsic motivation is necessary in the learning process, but fundamentally inside the classroom. Teachers should create a pleasant environment where they can learn easily without fears, treat every learner with respect and autonomy, emphasize on specific learning goals after a needs analysis and make each activity interesting using a variety of materials.

For more information click on the following sources:

• TeachHUB,. (2014). How to Motivate Students: Top 12 Ways. Retrieved 26 November 2014, from http://www.teachhub.com/top-12-ways-motivate-students
• Ows.edb.utexas.edu,. (2014). Retrieved 26