Background Issues in Language Learning II The importance

Background Issues in Language Learning II

The importance of repetition l l l Repetition that is of vital importance in language learning = repetition of encounters with language. The more the students come across the languagethe more repeated encounters they have with it- the better chance they have of remembering (and being able to use it). Repeated encounters with language which are spaced out: language which students come back to again and again , with time lapses in between.

Thinking about language l l l The development of our conceptual understanding and cognitive skills is a main objective of education. How? By preparing a process of exploration which leads to genuine understanding. So, explicit teaching on the structure of language is not the answer but getting the students to figure them out by themselves is, get them to discover things for themselves.

l - • l This discovery technique may not be suitable for all learners. Why? If the language is over-complex, they will feel difficult in making any meaningful analysis on their own. Learner-centred vs. Teacher-centered L-C: - Learners are doing most of the work - often in pairs or groups T-C: - teacher is deciding what should happen - he/she is the center of attention

Arousal, Affect and Humanistic Teaching l l Student’s feelings (affect) does influence the language learning process Krashen: - Affective filter is raised/up: block the input from being absorbed and processed. - Affective filter is lowered: the comprehensible input that the students are exposed to will contribute far more effectively to their language acquisition of the new language.

l - • - How to lower the affective filter? How can the teachers ensure that their students feel positive about learning? Learners need to feel that what they are learning personally relevant to them, that they have to experience learning. (Rogers, 1969) Humanist classroom: Students are emotionally involved in the learning. Encouraged to reflect on how learning happens. Their creativity is forced.

Learning a language also concerns with personal identity, self-knowledge, feelings and emotions. Critics: - Paying to much attention to affective issues in learning may mean that teachers neglect their students’ cognitive and intellectual development. -

When you’re ready l - • Vygotsky: Learning: assisted performance Scaffolding: a kind of supportive framework for the construction of knowledge A successful scaffolding will happen when learners are in the Zone of Proximal Development (ZPD) - if they are just getting to a stage where they are ready to learn the new thing with the assistance of others.

l Scaffolding: - that is helping students to progress through interaction with someone with better knowledge.