What is your approach for second language learning? Justify from theoretical standpoint

Learning vs. Acquisition

What is your approach for 2nd language learning? - Justify from theoretical standpoint ○ Learning (instructed, formal setting) vs acquisition (unconscious, natural setting). ○ Learning from a formal context (classroom), instructed so there is a conscious learning process and the learners are constantly learning something (actively learning). ○ Acquisition - we acquire it through a natural way, a second language environment (bakery, street ... ). Just there and learning from it. Unconscious. This is more powerful, environment out of the class.

Introduction to Language Learning

1. Introduction
2. The role of Mother Tongue
3. Input and Interaction in the SLA

Teaching and Learning Foreign Languages

1. Introduction a. Teaching and Learning foreign languages What is taught? - what is my view of the language (just grammar or sth else?)? We need to take the cultural, social and linguistic aspects. Who learns? - students, teachers ... Students with different emotional factors, ages, cultural backgrounds ... How to teach?

Curriculum Design: What to Teach

b. What is going to be taught? Language <- Linguistics Narrow view - internal organisation - syntax, grammar - define the language Broad view - individual, cultural, social dimension of the language We need to teach both views.

Linguistic Theory Trends in Teaching

Trends in linguistic theory -> teaching and learning process · Structuralism: language as a system of relations. System/code constitute by components and governed by a set of rules. ○ Language: phonology, morphology, syntax, lexicon . Transformative Generative Grammar: language as a mental construct (creative aspect of language). Creating new words. It is not a system of structure, but also a creative aspect to teach new utterances I have never heard. . Pragmatis: why we use the language in certain situations, purpose. Language as an instrument for communication. It is about interpretation. Steve Pinker. How people use context and other information.What is your approach for 2nd language learning? - Justify from theoretical standpoint ○ Cooperative principle: people work together to advance conversation ○ Our knowledge of human behaviour and relationship is required to understand what is being said.

Transformational Generative Grammar and Competence

. Transformational Generative Grammar . Linguistic competence/performance distinction: the speaker-hearer's knowledge of language (theoretical representation) / the actual use of language in concrete situations (psychological and sociological implications). What are we priotising 'use' or 'usage'? Performance, competence (how we approach teaching), context, real-life situations ...

Error Analysis in Language Learning

· Error analysis: the teacher is able to view students' errors with more understanding of the course of the mistake. Being aware of the grammars of both the native and the target language, and their contrastive system, he/she can more accurately analyse the error in linguistic competence committed by the learner. Work on the mistakes and predict errors we will have. In a ESL, students do not recognise errors, but in a EFL with a native teacher, she would be able to recognise mistakes.

Learner Characteristics

c. Who is going to learn? Learner Pedagogy (how I teach) Psychology (anxiety, stress ... ) Learning theories i. TEACHING METHODOLOGY The learner can be divided in: · Age (critical period) - entre los 14/15 hay un cambio pero no significa que no puedan. · Language aptitude and intelligence - is there a correlation? · Affective states (motivation, cultural factors, personality (small groups with a mix of students, pairing, cooperative learning, ABC groups, not forcing people to talk if they have anxiety, videoconference, prior preparation, not to judge mistakes, reduce distance between teachers and students and physical distance !!! not get to close ... ), digital gap ... ) - how do learners feel? Some interesting bits: Sara Jayne Blakemore (Critical period, age). The mysterious workings of the adolescent . Depending on the environment, language's development, reshaping our knowledge of the language, immersion in the language. There are a lot of changes (physical, personality ... ). The environment we create will mark a lot of their learning (rich environment. Focus on the whole interaction -role play, rephrase those words, which are not understood by our students or notice those words (rich input). Negotiating the meaning of a certain word, situation ...: we need interaction and ask questions to negotiate meaning + people. Translation in a very low level in order not to create anxiety but not using it for everything: it is better to create context, give more examples ...What is your approach for 2nd language learning? - Justify from theoretical standpoint ○ Vocabulary lists NO - no context, no interaction, no performance. Learning vocabulary through context. o Mother tongue - depending on the level, in case it is really necessary. When we do not dominate a great level of that language, we can use other inputs like videos, authentic information in the target language.

Language Aptitude and Input Processing

d. Teaching and Learning Foreign Languages Language aptitude 1. Auditory ability, phonemic coding ability (input) - both are related to some extent but the idea of input is basically how we receive and how we are able to code (interpret sounds) this input. How I interpret sounds differs from one another. We need to understand that we are all different, we will have different ways of structuring words. This is how the input is received and how I code the input and produce the output because out linguistic ability differs. Our goal as teachers is to provide the best input possible. How our brain understands those structures (our interpretation, innate, we are born with). The idea of phonemes is fundamental because students base their pronunciation on the spanish phonemes (f.i., vowels). 2. Linguistic ability grammatical sensibility/inductive lg analysis (central processing) - it has to do with how we understand the structure of that language (syntactically, grammatically ... ). Inductive deduce meaning. Process the information and then, 3. Memory coding and retrieving (output) - retrieving is the most important part. The idea of memory coding is crucial, too. Short-term memory (for instance, exams) and long-term memory, we retrieve information later on through repetition or understanding.

Learning Theories: Conductism and Cognitivism

· Learning theories: ○ Conductism: learner's passive role - repetition (Skinner). ○ Cognitivism/Constructivism: learner's active role organising information and constructive his/her personal learning process. It's creative. If the class is teacher center, the learner is passive If it is a student center, the student has a big role in class.

Second Language Acquisition (SLA) Dichotomies

. Second language acquisition (SLA) SLA dychomoties ○ What do we do when we learn another language? Where do we learn another language? - Macro-context level: learning a second or foreign language - Micro-context level: naturalistic (informal, bus station, coffee ... ) or instructed learning What do we learn when we learn another language?

Skill vs. Creative Construction in SLA

Skill vs creative construction. Learning process (process of developing skill/an individual process of creative construction) Middle-way compromise: understand the needs of my students. How do we learn another language? At home, internet, school, travelling, reading books, watching TV series, films, language exchange ... We can divide this in two:

EFL: English as a Foreign Language Context

· EFL - English as a Foreign Language - in Spain, we are living in a EFL environment. English is not spoken in our country as it could be in the Netherlands. This is a weakness. How do we balance that absence of an immersive environment? We need to prepare the class with what the students need to know/learn. One example is technology, we can use it for a very low work for teachers at home (realia, newspapers, series, virtual interaction, telecollaboration through video conferences with students from other countries (connect with other teachers, more elements of immersion outside the class)). CHAT GPT (for writing interaction LREs (Language Repetition Episodes) (Swain) NO, studying on our own is not great, but we need to be intelligent about how to develop certain aspects !! Another is to travel to another country (immersion), watching TV series. Not abandon our students. Another way could be bringing a language assistant, students' interests as a complimentary thing, group chats, role plays, authentic elements, maximising the in-class time (devote that time to practising other skills that they won't be able to practise outside the class). ○ THINK ABOUT THE TIME WE DEVOTE TO THEORY !!!! LET THEM KNOW WHAT IT IS GOING TO BE EXPLAINED IN THE FOLLOWING CLASS AND THEN, WE CAN DEVOTE LESS TIME TO IT. ○ WE NEED TO PREPARE THINGS FOR OUTSIDE THE CLASS.

ESL: English as a Second Language Context

. ESL - English as a Second Language - It could be in the UK, the Netherlands, islands in the Caribbean, in the street, even though it is not the main language in that country, we can hear English on the streets. The best one is the second, they spend more time listening to this language. In Spain, we need to compensate for this absence of the ESL environment in Spain with the EFL.

Practical Questions on Language Learning

. PRACTICAL QUESTIONS: . Do you think learning ESL is in any way preferable to learning ELF? o People that have learnt a language in a natural context, (in ESL environments) have a lack of accuracy, spelling, written skills, formal elements, and how the rules work. And sometimes, there is a lack of register. o EFL is more related to Cambridge and these kinds of texts.What is your approach for 2nd language learning? - Justify from theoretical standpoint ○ The difference between learning and acquisition and conscious and unconscious learning. Contextualised learning (example of vocabulary that normally is learnt by long lists). ○ Error analysis: work on the mistakes and predict errores we will have. In an ESL environment, students do not recognise errores, but in an EFL with a native teacher, students would recognise them. ○ Affective factor: motivation, anxiety, frustration.

Comparing ESL and EFL Outcomes

. According to the previous question, can we say that the results are more positive in one situation than in other ?: ○ Example: Gloria's German. ○ Everything has a positive and negative part.

Reducing the EFL-ESL Distance

. How would we, as EFL teachers, reduce the distance between EFL and ESL situations? ○ Language assistant. ○ Cultural exchanges. ○ Summer camps. ○ Listen to music. ○ School trips to Gibraltar and Marbella. ○ ESN. ○ Language exchange. ○ Bringing native speakers to our class. ○ Technological use, for example, video of a native person. ○ Role plays. ○ Authentic elements. Think about the time you devote to theoretical explanation. The course time is limited. Quizás podemos enviar un vídeo explicando en casa la teoría y hacer la práctica en clase. Si no se ha entendido, obviamente lo volveremos a explicar en clase. We need to prepare things for the outside of the class. Para la vida real.

Usage vs. Performance in Language Teaching

What do we learn? When we learn the present simple, we can use it through examples like routines. We have been taught of learning first, usage, and then, performance. - Usage/Competence: Spanish society is very focused on usage. We. are very grammar-based teaching and it is not working for languages. - Use/Performance - EMPHASISE PERFORMANCE IN CLASS !!! My priority, maybe later when preparing a writing I teach the rules but I don't have to explain routines, for instance. We can go back to the grammar if it is needed. Children learn through TPR (Total Physical Response). If there are some problems, we will explain some rules of the usage. How authentic is the 'filling the gaps' task? EXERCISES/TASKS THAT ARE USEFUL FOR THEIR LIVES.