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Hernández Arcos Misael
CHAPTER 6
SECOND LANGUAGE LEARNING IN THE CLASSROOM
Professor
IZQUIERDO SANDOVAL MANUEL JESUS
in the learning of a new language it seems a very simple task in the acquisition and in the
way of teaching, nevertheless it is not like that. There are teaching approaches that can
significantly help the development of that language. which are beneficial for students and
teachers. According to the book How Languages Are Learned proposes six teaching
proposals. which are considered the most used and important for the teaching of
languages. Each proposed has its own nature and is accompanied by many investigations
that substantiate its accuracy as well as reliability. which are; 1. Get it right from the
beginning, 2. Just listen ... and read, 3. Let's talk, 4. Get two for one, 5. Teach what is
teachable and 6. Get it right in the end. This work has a class analysis as well as an
observation with a recorded video of which an analysis was made to measure the teacher's
ability in teaching English. From my point of view, it aims that the student can identify
the form of teach from teachers and what teaching proposal. since the student in the future
can be a quality teacher.
report
After watching the video of the observation class, we can analyze that the teacher of the
English subject, does not comply with the six-teaching proposal, the closest proposal on
which his class was based was get it from the beginning his class was center more in
teaching a specific grammar rule, which was the past simple. After explaining the past
simple, the teacher asked for the participation of the students in the blackboard to serve
themselves if they had understood the grammatical rule. in general, the teacher only
covers some dimensions but not in her totality. The proposal which teacher covers are get
it right from the beginning, and just listen ... and read and teach unteachable. we can say
that just listen ... and red, because his class propitious input to the students from the
teacher's speech as, the written participation of the students in the blackboard. The teacher
also involved his students to discover the grammar rules on their own, about the exercises
they were doing. The dimension of Teach unteachable is cover because students complete
a learning sequence which they follow according to the study plan.
The dimensions that the teacher does cover in English class are; just talk, get two for one,
get it right from the end. we arrived to conclusion, because the dimension just talk is
based on the mutual participation between teacher and students, and as we see in the video
of the observation class, this class lacks all verbal participation in the target language, for
example the teacher cannot interact with the students because they do not have enough
level to start a conversation. as well as propitiate discussion topics to generate outcomes
in the students. also, with the teaching proposal get two for one, because this dimension
is based on educational programs on language teaching, which this class does not belong
to anyone.
conclusion
the classroom is the place where not only a language is learned but also taught, if a
language is taught in a controlled way, the development of this, it will be successful
never had it been easy to teach a language, thanks to the collection of research done by
pasty m. Lightbown and Nina Spada, today, we can have this information of many
researchers that significantly aids teaching and learning.
the proposals presented by teachers These six proposals offer a better insight into what
can help a teacher evaluate the effectiveness of the results of each investigation and make
him / her take a posture.
Dimension 1: GET IT RIGHT FROM THE BEGINNING
Question 3 No
From Almost all the class was balance in English and Spanish languages. The
minute teacher gave instructions in English about activities or some topic`s
Does the teacher use 00:09:27 explanations, and after that she spoke in Spanish, then she sure that the
the audiolingual to minute students were following the class`s activities. There was a problem, the
approach in class? 00:30:24 students didn’t participate in class. And the audiolingual aproach wasn’t
applied succeful .
(Pag:156; line:6) According to the proposal Get it right from the beginning,
In audiolingual aproach there is little or no grammatical explanation.
Grammar is taught inductively not deductively, there is dependence on
mimicry and memorization of set phrases. The audiolingual teaching
would lead students to speak the language
(brooks 1960; Lado 1964).
Question 4 No In this segment of the class, we cannot observe that the teacher uses some
From techniques for avoid the students `fossilization. But the teacher presented
What technique minute what is the correct use of grammar rules, which it is good for students if
does the teacher use 00:09:27 they apply correctly. maybe we can consider it as a technique for avoid
to avoid the to minute the misapplications and the wrong use of the target language.
fossilization of 00:30:24
errors in students? Get it right from the beginning. Propose that it’s better to prevent bad
habits in students before they happen an get it right from the beginning.
(Pag:157; line:5) (157). Many researchers argue that allowing learners too much 'freedom'
without correction and explicit instruction will lead to early fossilization
of errors.
according to this aproach, this part of the class is good, because the
learners studied the language in a sequence, also they acquire in the same
form, so it`s make easier for them. And they can produce outcomes in
languages. In this case the outcomes were writes, it would be better that
the oral productions were presented in the video.
dimension 2: just listen… and read
according to input flood, this part of the class is good, because although
exposure to language input may provide learners
with positive evidence (information about what is grammatical
in the second language),
pag.162
question 2 yes in this segment of the class, we can observe that
does the teacher's from talking about teacher`s level is average, because she gave the instruction
level of English minute in English and in Spanish.
provide good 00:09:27 in just listen…and read dimension, proposed that learners do not need to
input to the to minute produce language in order to learn it, except perhaps to get people to
students? 00:30:24 provide input by speaking to them.
according to monitor model theory suggests that students acquire the
(pag:160; line:3) language as they are exposed to sample of language, in the same way that
children pick up their first language.
it would be good that student from video` class to be involved in the
environment with target language, it could be unfolding the language
acquisitions in a predictable sequence.
question 3 No in this segment of the class, we cannot
from observe that the teacher provided at student’s material to work, but she
does the teacher minute showed some color sheet in which she had some explanations about past
support material 00:10:24 simple.
to improve the to minute
level of input in 00:15:00 according just listen… and read dimension, the material to work the
the students? languages skill, it gives to student opportunities to learn new words in
(pag:160; everyday conversation.
example:3; according to monitor model, this theory has confirmed that students can
line:14) make a great deal of progress through exposure to compressible input
without direct instructions.
this part of the class is bad, because, there is not any material to support
the students` learning.
question 4 Yes we can observe in the video that the, provide input to students. the class
the input material from was explained in Spanish and English. when she talked in English, the
given by the minute students payed attention perhaps they had curiosity to hear somebody
teacher, led 00:10:25 speaking English, in the board the teacher provided some structure of past
students to pay to minute simple. in conclusion the students are interesting to acquire the English
attention? 00:15:00 language, but their environment isn’t enough to have a good input and
page 160, line 31- recast.
34
this part of the class is bad, because we do not observe nothing verbally
interact.
Question 2 No In this segment of the class, we cannot observe any meaning discussion,
From because the students don’t have enough vocabulary for establish a
Does the teacher minute conversation with the teacher.
and his/her 00:15:00
students discuss to minute according to let`s talk dimension, the negotiation for meaning is
the meaning of 00:20:00 accomplished through a variety of modifications that naturally arise
the words? interaction, such as requests for clarification or confirmations.
Question 3 No In this segment of the class, we cannot observe that teacher worked in
From group. The class was not longer, it had a duration of 29 minutes and for
minute 15 minutes the teacher was checking some students ‘tasks.
Does the teacher
form discussion 00:16:00 The teacher didn’t implement any technique for taking advantage in that
groups? to minute time; for example, an activity in group.
(Pag:167; 00:25:40
study:21; line:7) In the study 21: learner talking to learners, they found that learners talked
more with other learners in conversation pairs. (Pag167)
Question 4 Yes In this segment of the class, we can observe that the teacher didn’t
provide any specific topic to discuss, but all the group together the
Does the teacher from teacher discussed what are grammatical past simple structure. Maybe it
provide minute was not a specific topic discussion. But they did it very looked like a
discussion topics 00:13:37 discussion topic.
in the class? to minute In the study 25; learner- learner interactions in a Thai classroom. A group
(Pag:170; 00:15:50 of students engaged in interactional activities in which they discussed
study:25; line:4) environment problems in their country. Mc Donough found that learners
who had used more negative feedback and modified output in their
interactions significantly improved in the accuracy.
This part its related with the interaction hypothesis, this agreed that
modified interaction is the necessary mechanism for making language
comprehensible.
Question 5 No In this segment of the class, we can observe that the teacher applied the
From corrective feedback, but she didn’t use the implicitly form. A student
Does the teacher minute asked her about question structure in past simple. And she explains the
implicitly apply 00:16:20 topic again but the corrective feedback was directly.
corrective to minute
feedback in 00:17:00 According to dimension; let`s talk the implicit corrective feedback is
his/her students? beneficial. A recent review of this research confirms that the positive
(Pag:170; line:39) effects for recasts in the laboratory setting (Mackey and Goo 2007,
pag.171).
The implicitly feedback could be bad, because the students do not have
clear where is their mistake in the target language.
dimension and class supported answer to the question
observation period
question under
analysis
Dimension 4: All the In this segment of the class, we can observe that the teacher teaches
GET TWO FOR class English languages in students’ mother tongue and in the target language.
ONE According to dimension get two for one; learner can acquire the target
Question 1 language in several programmes like content-based teaching and content
and language-integrated learning (CLIL)
In what
educational This class was related with content-based language, because is when
program is the learners acquire a second or foreign language as they study subject
school based to matter taught in that language. (171. Line ,17)
teach English? this aproach, is bad for class, because if the students take the acquisition
like another subject. They worry about have a good grade and not for
acquire the communicative skills.
(Pag:171; line:17)
Question 4 From The students are exposed to language only in classroom, for 40 minutes.
minute The don’t take another subject in English languages. They do not have
How many hours 00:00:00 touch English language in another place.
of exposure does to minute
the student have 00:30:24 Elaine Tarone and Merrill Swain (1995) noted that learners with only
in English class? classroom exposure to the language did not have access to speech styles
that would be typical of interaction among native speakers of the same
age. (pag.173, line 4)
(Pag:173; line:4)
This related with innatist perspective theory, according to bonnie
schartz(1993), she argues that language acquisition is based on the
availability of natural language in the learner`s environment.(pag.105
line,24)
Question 5 Yes In the time marked, the teacher assigned a homework the last class` day
Does the teacher From with the propose to increase the immersion in the L2.
assign activities minute
to the students as 00:21:00 According to dimension get two for one. The immersion programmes
homework for the to minute allow students from each language group to continue development of the
purpose of 00:21:40 home and to continue learning subject matter content in that languages.
increasing their
immersion in the This part of class is related with Krashen`s monitor model in the aproach
l2? comprehensible input. This theory suggests that we acquire the language
as we are exposed to samples of languages (pag.106, line 12). The
(Pag:177; line:8) compressible input occurs when one is exposed to language that is
comprehensible and it contains words, grammatical form and aspects of
pronunciation.
Question 3 No
From we cannot observe that; all the class was focused on past simple
Does the teacher minute explanation only and wasn’t interaction between teacher and students.
explain to the 00:15:00 But we can observe that one student asked a clear explanation about
students the To minute how to make questions in past simple.
mistakes that they 00:20:00… According to metalinguistic feedback (pag140.line, 32).
make clarifying Metalinguistic comments generally indicate that there is an error
their failures in somewhere.
L2?
This type if feedback it is good for be implement in the class, because
(Pag:178; it fixes language`s student and indicates where is the mistake in a
Example:7; line:9) specific grammar rule.
Question 4 No All the class was focused on general feedback about a past simple. We
From cannot observe a feedback applied from teacher to herself but in the
minute time marked, we can observe how the teacher gave the element a one
Does the teacher 00:12:20 to student, provided him feedback.
produce feedback minute
in his / her own 00:13:00: According to communicative instructional settings (pag.127 line;10).
speech with the Its emphasis is on the communication of the meaning. Both teacher
purpose of and students work together, in this aproach there is a limited amount
improve the oral of error correction on the part of the teacher.
ability of the
students? This aproach applied in the classroom is good for student, if the
teacher applies the feedback correct, but if the teacher does not have
(Pag, 178; the enough level for give a good feedback, it could be bad for the
example:6; line:11) acquisition of student.
Do students speak Yes In all video class, we can observe that the students speak in the mother
their first language From tongue.
in class? minute According to affective filter hypothesis. This is a metaphorical barrier
Pag 181 line 16. 15:00:00 to that prevents learners from acquiring language even when appropriate
minute input is available. (pag.106, line.32).
00:20:00 The filter hypothesis is a bad characteristic for language students, it
associated to feeling of anxiety or negative attitudes. Also, it is
associated with a poor outcomes.
Does the teacher According to dimension get it right in the end; example 11, The
correct the students teacher is aware of students ‘mistakes and- briefly, without
in a prudent manner interrupting the activity-helps the learners notice the correct form.
without It could be good or bad, for example, some students understand
interrupting the quickly and maybe they don’t need the explanation again, so it could
activities? be boring for them because they are studying the same topic again
and again.
But it could be bad for example; according to learner personality
(Pag:184; line:12) some students have inhibition or feel shame if they asked a question
to teacher, and they prefer stay with the doubt before to ask it.
Question 2 No In this segment of the class, we cannot observe that teacher focus on
from minute the attention of student in a certain linguistic point mistakes, but she
00:10.40 to steal the attention with the material with she worked, she use a color
Does the teacher minute paper sheet and that it’s enough for student pay attention.
steal students' 00:20:30
attention to focus According to metalinguistic feedback it indicates where is the
on their mistakes in specific mistakes, marking the grammar rules and
certain linguistic
points?
(Pag:184; line:31)
Question 3 No we can observe that some student do not follow the grammar rules so
All the class it is clear that they don’t understand the mistakes that they make in
Are students aware the target languages.
of the mistakes According to metalinguistic feedback, explicit correction, recast,
they make on the clarifications request and elicitations.
l2?
It is necessary to give the adequate tools to students for improve their
(Pag:183; line:25) language.
Question 4 From Yes, in the video we can observe that students are aware in winch
minute context they can use the grammar studied
The learners are 00:00:00
aware that they To minute According to meta-analysis reported that instructions promoted to
must use the 00:15:00 student knowledge for both types of languages features.
grammatical
explanation? Its good for student to follow instructions, because sometimes the
(Pag 193, line12) learner don’t understand what they are going to do
REFERENCE
How Language are Learned. Patsy M. Lightbown & Nina Spada. Fourth Edition.