Teaching Beginning Learners

Who are beginning English Who are beginning English learners?learners?

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New to EnglishLittle or no exposure to EnglishUsually literate in the first languageMay have previously been a student who required English language proficiency and literacy development

http://www.learnalberta.ca/content/eslapb/organizing_for_instruction_characteristics.html

How do we teach beginning language

learners?

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According to Krashen and colleagues (1982), language acquisition takes place most effectively when the input is meaningful and interesting to the learner.

Krashen popularized the idea of comprehensible input.

Comprehensible Input

It is the amount or level of language that the student can fully understand, plus just a little more: i + 1.

The most important factor in the amount of language acquired by a learner is the amount of comprehensible input to which that learner is exposed.

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Use of Language—Caretaker Speech

1. Slower rate of speech

2. More distinct pronunciation

3.Shorter, less complex sentences

4. More rephrasing and repetition

5. More frequent meaning checks

6. Use of gesture and visual reinforcement

7. Greater use of concrete referents

8. Scaffolding

COMPREHENSIBLE OUTPUT

According to Merill Swain (1985), students acquire language most meaningfully when they also have the opportunity for comprehensible output.

Learners need to have a setting in which their attempts at communication are valued and shaped to make them acceptable and understandable, through communicative rather than grammatical means of correction.

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Information from Brain Research

We use our emotions to tell us what is important to learn and what to remember.

The brain stores information based on functionality and meaningfulness.

Emotions drive attention.Attention drives learning and memory.Repetition is necessary but it requires

novelty.(Kennedy, 2006)

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AFFECTIVE FILTER HYPOTHESIS

Stephen Krashen highlights the importance of emotions in the language learning process.

The filter is affected by: - motivation

- self - confidence - anxiety

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TYPE 1 – CONCRETE LEARNERS

TYPE 3 – COMMUNICATIVE LEARNERS

TYPE 4 – AUTHORITY- ORIENTED LEARNERS

LEARNER TYPES

TYPE 2 – ANALYTICAL LEARNERS

MULTIPLE INTELLIGENCE

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What are the factors affecting second-

language acquisition?

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Input and Attributes in L2 Acquisition

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INPUTQuantityAmount of language experienceAllocated instructional timeTime on taskQualityNature of instruction

ATTRIBUTESAgeL1 LiteracyCognitive AbilitiesPersonalityMotivationSocial factors, etc

Communicative Interaction(Negotiation of Meaning)

Adapted from Brown(1991)L2 Proficiency

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Learners acquire language best in a low- anxiety environment.

Learners acquire language best in a low- anxiety environment.

CONCLUSION

The teacher can use a variety of techniques to make language understandable to learners.

The teacher can use a variety of techniques to make language understandable to learners.

Learners acquire language through a focus on meaning rather than on grammar.

Learners acquire language through a focus on meaning rather than on grammar.

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The learner must have the opportunity to use the language, to engage with the

language and construct meaning with the language in order to learn it.

The learner must have the opportunity to use the language, to engage with the

language and construct meaning with the language in order to learn it.

CONCLUSION Learners acquire language through extended listening experiences and negotiation of meaning.

Learners acquire language through extended listening experiences and negotiation of meaning.

The information on learner types and multiple intelligences can help teachers plan and diversify their teaching.

The information on learner types and multiple intelligences can help teachers plan and diversify their teaching.

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Thank you!