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Learners and Learning, Classrooms and Contexts

This document discusses key issues for EFL teachers regarding language learning, including the nature of input, the process of intake, the role of interaction and error. It notes that according to Krashen's input hypothesis, language is acquired through comprehensible input and a creative construction process similar to child L1 learning. Learners refine information through hypothesis testing using resources like dictionaries. The incremental nature of language means learners' interlanguage continually changes as they revise rules. Intake differs between learners based on salience. Output develops through interaction, communication, and feedback which helps learners refine knowledge and take risks. Error analysis moved away from behaviorist views that errors should be prevented, instead seeing errors as natural in interlanguage development

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Haifa-mohd
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198 views

Learners and Learning, Classrooms and Contexts

This document discusses key issues for EFL teachers regarding language learning, including the nature of input, the process of intake, the role of interaction and error. It notes that according to Krashen's input hypothesis, language is acquired through comprehensible input and a creative construction process similar to child L1 learning. Learners refine information through hypothesis testing using resources like dictionaries. The incremental nature of language means learners' interlanguage continually changes as they revise rules. Intake differs between learners based on salience. Output develops through interaction, communication, and feedback which helps learners refine knowledge and take risks. Error analysis moved away from behaviorist views that errors should be prevented, instead seeing errors as natural in interlanguage development

Uploaded by

Haifa-mohd
Copyright
© Attribution Non-Commercial (BY-NC)
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Download as ODP, PDF, TXT or read online on Scribd
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Learners and Learning, classrooms and contexts (1)

What do we know about how languages are learned

Important issues for EFL teachers: The nature of input The process of intake The role of interaction in the classroom The role of error

1. The nature of input

Krashen's comprehensible input hypothesis (1985):


language is acquired. L2 Acquisition is parallel to child learning of L1 creative construction process EXAMPLES? Implicit teaching instead of Explicit (intentional) instructions. Learners refine the information (how?) hypothesis testing: Checking other resources: dictionaries conversations or exposure to native speakers.

By this hypothesis testing learners can benefit from the input. They create a system of development which is called Interlanguage

The nature of input

what does it mean to know a structure or language Is language incremental (gradual) or all-knowledge? Example: VOCABULARY gradual knowledge: what does it mean to know a word?

feature?

Form: Spoken form, Written form, Word parts Meaning: Form and meaning, Concept and referents, Associations Use: Grammatical functions, Collocations, Constraints on use (register, frequency)

The nature of input


Due to the incremental nature of language learning, the language which is produced by L2 learner is continually changes as the learner revises their internalised rule system (their interlanguage)

2. The process of intake

What is The process of intake?

The ways that learners process the input and take in language to their interlanguage system. Do learners assimilate the input similarly? Why? No. Some parts of input seem more important or salient so they receive more attention. Example?

The process of intake


Some questions are raised:

Which kind of input do we need to facilitate the process? Why do learners differ in receiving the input? Which method is more practical to control the input at EL classroom? The question of frequency of input? Psychological factors that affect the intake process?

The process of intake


There is no clearcut answer for these issues, but there are some implications that can help the learning process depending on the learning situation and purposes.

3. The Output
The OUTPUT: the stage in which the learner can produce comprehensible knowledge of L2 by interaction , communication

what are some ways of developing the output?


Teacher feedback engaging with other learners which leads them to refine their knowledge, overcome the overwhelming of using the L2 and realise their lack of knowledge. Such conversations help students to take a risk. Pairwork: meaning negotiation, this is Communicative classroom. SEE p.13

4. Error Analysis

Behaviourism and errors:

Many theories of L2 learning that has been affected by behaviourism during the 60s and 70s. 1. Contrastive Analysis:

depends on contrasting the L1 to the L2 to predict potential errors. However, this was not achieved as needed. (WHY?) error is prevented by intensive drilling

4. Error Analysis
2. Error Analysis: IL

refuses the behaviourism hypothesis of error (error is prevented). analysing samples of learners' language as an attempt to predict the errors they might make. (WHY?) Error is considered part of the interlanguage development of L2 learner.

4. Error Analysis
How about treatment of errors? Krashen's theory:

correcting errors in classroom is questionable (WHY?) Children receive no correction in their L1 acquisition. By analogy, correcting errors of L2 learner could be dangerous (demotivation)

however, most studies agree that adult learners need and require teacher feedback in order to develop their interlanguage stage.

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