UNIT 12 

Differences between L1 and L2 learning

 

  

   In this unit I could clarify my doubts about the difference of L1 and L2. After studying this unit, I learnt that L1 refers to the language we learnt from birth and can be learnt in different contexts (home, parks, through interaction with friends, etc.). Learning starts when learners are babies and they keep improving it through the time. At first they learn language by listening and interpreting words, by getting lots of prices and by hearing simplified speech (content words, small phrases) and by hearing and repeating sounds over and over again.   When they are adolescents they master they language skills because they are able to write academic writings which make use of formal language.  The motivation to learn language is to be able to communicate and interact with family, friends, etc. and this learning is always fully successful. Meanwhile, L2 refers to the second language we learn in addition to our first language. This language learning mostly starts in primary schools or in their adulthood. So, adult learners learning a foreign language may have some motivations as well as reasons that can be for their jobs, for travelling, or for doing business, etc. They always focus on structures and individual words and they need to use language immediately after they have been thought about certain structures, rules, etc. So, this learning is more likely to take place inside the classroom but sometimes it is not successful as happens when learning the first language.

   Regarding to the teaching process, I will take into account the different learning styles such as visual (a person who best learn through seeing things), auditory (who best learn through hearing sounds, music, voice, ect) and kinesthetic (who learns better by toughing things) in order to prepare classes that will engage to all the students. For example, I will use 'touch' game which involves a bag with different items inside. Then I ask students to describe the items they have in their bags so that classmates can guess their identity and their asnwers will cause a fun among all the class. Therefore, this activity will funnily involve to all students with different learning styles because they will hear, see and touch. I will also build confidence on the students and encourage them to give their best even if the language is difficult for them.  Motivation is another important strategy that I will use when teaching to my students L2 learners. Furthermore, it would be meaningful to try to use activities that are normally used in the culture of the language they are learning. It will make activities to be more real and delightful.   

Here are some link that explains about the difference between L1 and L2

Ellis 94 (2009) Based on Bley-Vroman (1988), First and second language acquisition

• http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm

Video: First & Second Language Acquisition - Marjo Mitsutomi & Minna Kirjavainen

UNIT 11

 The role of error

 

     This unit emphasizes a lot on the mistakes we as learners of a foreign language make when learning it. So, I learnt that mistakes play an important and useful part in language learning since it allows learners to measure their knowledge, correct themselves and improve it with the help of the teacher or their classmates. Besides, mistakes are categorized into errors and slips.  Regarding to errors, it occurs when the person try to say something by using lexicon or grammar structure that is beyond their level of knowledge or language processing. The reasons why they make errors are because of the influence of their first language on the second language which is called as interference. It means that students use the same intonation in English as if they were saying it in Spanish or they use the same grammatical structures used on their mother tongue (the language the persona has learned from birth).  So, I conclude that when learning a foreign language learners need to go little by little otherwise the errors they do will get fossilized.  Talking about slips, they are the result of tiredness, nervousness or emotions depending on the situation they are. However, these kinds of mistakes can be corrected by themselves once they realized they have made them, it can be done because the students know the language.  

     The best way to help students to avoid making mistakes is by motivating them to write or speak as much as they can without making them aware of the mistakes there are so they won’t be worried of making mistakes. After that, it would be good to explain the mistakes and how they can be avoided to reach accuracy. Later on, I can set up speaking activities (interviews, role plays, ect) depending on the students level so students will interact with each other and I will encourage them to give feedback to their classmates. This activity will help students to notice the mistakes they make then they will try to correct themselves. As it is stated above, making errors is the normal process of learning foreign language but to improve it, learners need exposure to lots of interesting language at the right level and this language can be used through interactions.  

Here are two links on which you will find more information about mistakes.

•  D.Gingsburg (2012), Education week teacher Don't Prevent Students' Mistakes, Prepare for Them. 

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html

• P. Szynalski  (2010) How to learn English effectively - tips to avoid making mistakes 

http://www.antimoon.com/how/mistakes-how.htm

UNIT 10

 Exposure and Focus on form

   From this unit I learnt about the way we learn a foreign language. It can be by being exposed to it and without studying it. Then learners pick it up unconsciously as in the way children learn their first language. However, this is not enough to succeed; learners also need to pay attention to the form of a language by interacting with others and noticing how it differs from their mother tongue.

  Consequently, in my teaching process I will take into account the main aspects about the stages in which students learn a foreign language. For example, when working with beginner students I will bring to the class some (stories, songs, etc.) materials that students can use for fun and acquire language automatically. I will also paste on the wall some useful phrases or chunks ( May I go to the restroom?), May I come in?, Could you repeat that?, etc.)written in the target language alog with pictures so students will use them at the moment it is needed. I will also prepare lots of materials and activities that can involve all students no matter if they have different learning styles of learning . So, students will increase their lexicon by interacting with their classmates as well as with the teacher.

Here I´ve included some links about ways and methods for teaching English.

A.Padilla (2009), Educacion.com

• http://www.education.com/reference/article/learning-and-teaching-foreign-languages/

Shen Ch. (2009) CCSE English Language Teaching Vol.2 N.1

• http://www.ccsenet.org/journal/index.php/%EE%80%80elt%EE%80%81/article/viewFile/341/305

UNIT 9

Motivation

  According to the TKT book, motivation is the reason why people decide to do something and involves internal and external factors which make them to want to continue until achieve what they want.

   After studying this unit about motivation I realized that this is the main part that teachers should take into account when teaching students. It is meaningful to build self-confidence on the students by encouraging them to take risks in class by asking them to participate, work in groups, share ideas, etc. Then, it is required to give them positive feedback and prices depending on the group of students that teachers are working with and bear in mind that mistakes are allowed since students are learning and mistakes are a normal process for improving something. . Another important strategy for motivating learner is to have a good rapport with all the students without showing preferences for just one or two of them. Besides, teachers need to be conscious that every single student is a single world and everyone learns in a different way. Consequently, I will not set goals just thinking on myself, instead I will set goals for both learners and me.  I will choose a variety of activities such as games, songs, stories, debates, etc. depending on the students’ level.  So, it will help to positively engage students with the activities and they will enjoy what they do.

I´ve included two links of videos about motivation which support my explanation. 

How do I motivate my students to speak English instead of their native language in class? by Oxford University Press ELT

Student Engagement And Motivation Tips - HOW to engage your students by Rob Plevin.