Learning and Teaching Languages Fiona Copland

Learning Outcomes By the end of the session, participants will have: Developed knowledge and understanding of how people learn languages Applied these principles to classroom learning and teaching Considered their own practice in light of these principles.

Conditions for Language Learning ESSENTIAL: Motivation Exposure Use DESIRABLE: Instruction From Willis J. (1996) A Framework for Task-based Learning. London: Longman

What do these terms mean? Learners must want to learn (motivation). So:  Teachers must work with learners’ natural motivation to learn.  Teachers must give learners the opportunities to see themselves as successful.  Teachers must find out what learners want.  Teachers must personalise learning.

Brasshouse students speak up! ‘In my class there was too much emphasis on writing and not enough on listening and speaking, especially speaking!’ ‘The lack of variety doesn’t help. I find that quite a barrier, the fact that the class always starts in the same way means that I switch off mentally – oh no, no that again. Generally I am someone who needs variety.’ ‘All I can remember is how to order one cup of coffee with sugar in it, and I don’t even take sugar!’

What do these terms mean? Exposure to ‘comprehensible input’ (after Krashen):  Learners must be able to make some kind of sense of what they are reading/hearing.  If the listening text/reading text is too difficult, learners will not be able to make sense.  If the listening text/reading text is too easy, learners will not learn anything new.

What do these terms mean? Opportunities for ‘language use’:  Learners need to use language to do things, for example, chat, negotiate, discuss, exchange information  Learners should be given opportunities for controlled practice (grammar, vocabulary, phonology, discourse) and free practice.

Brasshouse students speak out! ‘The teacher would do most of the talking and when we needed to practise something she would go round the whole group one person at a time. If there was a dialogue, she would take one part and the students would take another part…the whole thing would take about twenty minutes and you would only get your three minutes of glory. I found that quite boring.’

What do these terms mean? Learners receive instruction in the form, meaning and use of language, through:  Practising  Looking and analysing  Experimenting  Asking questions.

Discussion 1. How did you learn English (another language)? Which was dominant for you: exposure, use, motivation or instruction? 2. Do you agree that these are the conditions for language learning? 3. To what extent do you think instruction is essential?

Motivation Motivate learners from the start (praise, make activities achievable, warm up class, create good atmosphere, respond to learners as people). Encourage learners to have a strong self- image of themselves as successful language learners with goals and strategies.

Comprehensible Input Sources of input for learners: 1. Coursebook 2. Internet 3. Newspapers 4. Publicity materials 5. Tapes/CDs/DVDs 6. YOU!

The teacher as text Advantages: Support stories with visual aids, repetition, eye contact, stress and intonation. Immediate Less preparation Learners involved in the story.

Teacher as Text Disadvantages: Need to grade language effectively Teachers can talk too much Can get boring if done repeatedly Need to find ways to make listening interesting (funny story, puzzle, personal interest).

Tape/CD as Text 3- stage approach: Pre-listening While-listening Post-listening

Tape as text Advantages: Work has been done Repeats exactly what has been said Activities available Appropriate level Gives learners opportunity to hear other voices/accents.

Tape as Text Disadvantages No context – teacher has to provide ‘Disembodied’: no ‘human’ interaction between tape and students Difficult to stop and repeat Text does not respond to learners’ immediate difficulties.

Comprehensible Output Learners can: Speak to each other (this is valuable!!) Speak to the teacher Present Write.

What about mistakes? Mistakes are natural and are evidence of learning. Rule of thumb: Correct mistakes in controlled practice Don’t correct in free practice Make a note of mistakes and correct these as a class (e.g. ‘I heard someone say…….Is this correct?’)

My own practice: Which do you do most of in your class? Motivate? Provide comprehensible input? Provide opportunities for output? Focus on form?