UNIT 11                DIFFERENCES BETWEEN L1 AND L2 LEARNING

The learning of the first language L1 is done naturally and in different contexts from when we learn the second language L2. Also in most of the cases it happens in different ages.

In order to learn a second language we need to develop the principal skills such as reading, writing, listening and speaking. The cognition, talking about mental process also must be developed. There must be motivation, the learner have to cover his/her expectations in order to learn the L2.

The acquisition of a new language will depends strongly of his or her age because is better to learn something when we are children since we can understand and acquire better the things, meanwhile being an adult we do not have the same capacity to get the knowledge unconsciously as children, we need experience more with the language.

Examples:

• With children I will make them learn the L2 through plays and games.
• With adults I will make them learn the L2 by talking about their personal experiences so they could feel more confident with the topics.  
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References:

Cook, V.J., Long, J., & McDonough, S. (1979), ‘First and second language learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7-22

Lund, Sweden, September 26-27, 1972

UNIT 11                                           THE ROLE OF ERROR

When learning a language making mistakes plays an important and useful part because trough them learners cab be aware and learn more about the target language. The mistakes are divided into two groups: errors and slips. Both occur when the learner is being exposed to the target language slips are result of tardiness and errors are result of interference of the mother tongue. But even though we as teachers would like our students to speak perfectly they will make mistakes and we have to correct them in a good way so that they do not suffer any consequence in their learning process.

There are many reasons to make mistakes one of them is the interferences of them mother tongue, another is the overgeneralization, which means that the learned can apply a rule for all the cases in the target language. However, to manage a language learners have to achieve accuracy and also be conscious for improving the language.  

Examples:

• When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses.
• Many errors are due to that the learner uses structures from his native language. What I can do as a future teacher is to teach the learner the false friends or maybe the intonation patterns if it is the case. 

References:

Corder, S. P. 1967. "The significance of learners’ errors”. International Review of Applied Linguistics 5: 161-9.

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

UNIT 10                                   EXPOSURE AND FOCUS ON FORM

In order to learn a language is important a person has exposure to it, so that the learner will pick it up naturally. As a child learns his first language, to learn a target language is important also to interact with other people. The learner needs to be exposed to the focus on form at the same time he or she is learning the sounds, the focus on form is to pay attention to the words and parts of words that make a language structure or in pronunciation. In the classroom, at the beginning the students pass for the silent period which means that they have a time for learning the second language and prefer to listen or read it means just to receive the teacher´s input. After that, the learner will be able to produce something as for example some chunks in the target language.

Is very hard to manage a language in the correct way, but teachers should make use of some methods in order to make students achieve comprehension.

Examples

• Personally as a future teacher I would to use the communicative approaches with my students since they will have more opportunities in order be exposure to the language.
• Also, the use of authentic material as for example the music and some videos will help me with students in the class to acquire the language easily. 

References:

http://es.slideshare.net/albertamaro/exposure-and-focus-on-form

UNIT 9                                                     MOTIVATION

Motivation is the thoughts and feelings which make us want to and continue to want to do something and which turn our wishes into action. In education, motivation deals with the problem of setting up goals so that learners will perform to the best of their abilities in the teaching learning process. We often motivate learners by helping them develop self- confidence, autonomy and independence. Personally I think that developing those things we will become successful at something, and that success makes us want to continue doing it and achieve greater things.

Into a classroom is important to motivate students by the right encouragement and support.in the case of teaching a target language as for example English the motivation will help students to achieve the top point of learning. Some students are unmotivated because since the primary school teachers do not contribute to their learning in a good way, on the other hand there some students has motivation but with the time they become demotivated because a teacher is not doing a good job and he/she is losing the enthusiasm for study.  

Examples of motivation:

• -          At my French class with teacher Fanny she always used to recognize and praise my effort. And she helped us to develop self-efficacy by showing us the connection between effort and achievement.
• -          Also teacher Fanny provided us of models, samples, and many examples about the class so that we know what to do and we always know that if we have a question we could ask for help because she always was monitoring us.

Through those examples I have gave I think I would try to almost the same in order to motivate my students to build confidence in their selves and at me as their teacher.

Resourses: 

 https://www.youtube.com/watch?v=dEsXamYNryU

Baron, 1992 and Schunk, 1990