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UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO

Department of Arts and Education

present by Hernández Arcos Misael

CHAPTER 6 SECOND LANGUAGE LEARNING IN THE CLASSROOM

Professor IZQUIERDO SANDOVAL MANUEL JESUS

Villahermosa, Tabasco. 31/05/2019

Introduction

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

Dimension and

Class

Supported answer to the question

observation question period under analysis Question 1

Yes From

In this segment of the class, we can observe that

Is the English class

minute

the teacher explains the correct form in which students must use the past

focused on students’

00:10:03

simple, we agree that the class was focused in a specific grammar rule.

understanding of a

to minute

According to the proposal Get it right from the beginning,

specific grammar

00:17:02

This type of explanations helps students develop their intellectual and

rule?

academic activities.

(Pag:154; line:16)

This part is related to one of the Information processing approaches were researches as J. R. Anderson (1995) and Robert De Keyser (1998, 2001, 2007) suggest that most learning, include language learning, starts with declarative knowledge and through practice may become procedural knowledge.

ACCORDING TO THIS THEORY, THIS PART OF THE CLASS IS GOOD, BECAUSE…the students practice how to use the grammar and syntax in the target language, so they acquire experience in winch context they can use certain grammar rules. The professor could help to student to automatize their skills, if she gives a good input in class, also the explanations have to be good for a better develop in students. Question 2

Yes From

In this segment of the class, we cannot observe much participation by

Does the teacher

minute

students, but the teacher chose who would do board`s activities.

regulate

00:22:05

participation in

to minute

The participations were about a task that the teacher had left the last class.

class?

00:25:59

This activity was centered in a topic studied before. In this participation we didn’t observe oral production, because the

(Pag:155; line:5)

participation was based in a writing in the board.

According to Get it right from the beginning. in audiolingual aproach, its emphasis on the oral languages, but students rarely use the language spontaneously, and the teachers avoid letting beginning learners speak freely out of concerns that this would allow them to make errors. (Pag.155)

This is related, in the behaviourism theory (pag.104), we know that this theory is related how the learners perform in classroom. also, we can relate it with students ‘personality (introversion, extroversion) pag.84

According to behaviourism theory. the class could be better, if the students would have had the intentions to improve their language, and the teacher would done a good job motivating to students to participate in class for developing the communicative skills.

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).

The audiolingual approach is based on behaviourism because in these theories we can find; contrastive analysis habit formation, drills, repetition, distinguishing minimal pairs and similar Sounds. according to these theories, is good for a class because, the students can memorize dialogues and sentences patters, and these can do that the students form habits in languages, but in this video class we didn’t find these elements. pag.104

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 corrective feedback in the classroom, THIS PART OF THE CLASS IS bad, BECAUSE, there is not appropriate information’s, for the students can improve the knowledge in target language, and they cannot realize if the structure that they are using follow a correct form.

Yes Question 5

From

In the minutes marked in the second column, we can observe that the

minute

students have the abilities for produce language, after teacher

Can students

00:25:59

presentations. It`s necessary to know that this is only a review, because

produce outcome?

to minute

this topic (past simple) was explained in a class before. The student

After the

00:29:00

shown that they had the ability for structure the past simple in its three

presentation of the

forms affirmative, negative and question.

grammatical rule by the teacher Page 159, line 15-17

According to in structure-based instructional settings, it is easier for learner acquire grammar rules and product it, applying this aproach, because they acquire the language in stages and the linguistic items are present and practiced in insolation, one items at a time. (pag.126)

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

dimension and

class

observation

period

question

under

supported answer to the question

analysis No

the teacher didn’t use the reading for developing input for students.

from

the material with which she worked was a color papier sheet, and the

minute

board. the papier was used as a visual element. the teacher brought the

00:10.40

grammar rules structures written there and showed to student with a small

does the teacher

to minute

explanation.

use read as input

00:20:30

question 1

according to just listen… and read. this proposal is based on the

for students?

hypothesis that language acquisition takes place when learners are (pag:159; line:36)

exposed to comprehensible input through listening and/or reading. Martha trahey and Lydia white (1993) carried out a study with young French’s peaking learners (aged 10-12) in intensive ESL classes in Quebec. the goal of this research was to determine whether highfrequency exposure to a form in the instructional input would lead to better knowledge and use of that form by the students.

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

material is small, but it makes students pay attention at the teacher.

according to the classroom description in example 3 shows that one way to do this is to provide learners with a steady diet of listening and reading

comprehension activities with no (or very few) opportunities to speak or interact with teacher or other learners in the classroom. pag. 160

according to individual differences in second languages learning, this proposal has confirmed that students `personality could be good or bad for the target language`s develop, it`s depend on the students, how the de students unfolds in classroom, for example; the extroversion and motivation personality are good for learn a new language. according to this proposal, this part of the class is good, because…the students have a good motivation in classroom and it makes that them pay attention to teacher, so it helps them to understand the class, question 5

Yes

in this segment of the class, we can observe that

from

the teacher asked questions to student about past simple, and the students

do students

minute

could identify specific grammar rule.

discover

00:14:37

grammatical rules

to minute

by themselves?

00:16:10

(pag:162;

according, study 18: input flood, this research was focus on, no teaching

study:18; line:14)

of adverb placement, nor was any error correction provided from teachers. instead, students simply read the passages and completed a variety of comprehension activities based on them. although learners benefited from this exposure to sentences with adverbs in all the correct position. this study, in this part of class is good, because, when the students discovered by themselves the grammatical rules it is unforgettable for them. Because its ingrained to their brain.

dimension and

class

observation

period

question

under

supported answer to the question

analysis Dimension 3:

No

in this segment of the class, we can observe that

LET`S TALK

From

the teacher only explains, and the student don’t participate, they had an

Question 1

minute

interact verbally, but it was in Spanish.

Does the teacher

00:16:25

interact verbally

to minute

with his students?

00:17:00

according to the interaction hypothesis, negotiation leads learners to acquire the language form, the words and grammatical structure, this proposed that the learner have to be submerge in a verbally interaction

(Pag:165; line:25)

between teacher and students

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.

this is related, in one part, in communicative and content- based (Pag:166; line:1)

instructional settings, were the emphasis is on the communication of meaning. the class could be better according to communicative and content- based instructional, if the teacher and student had had a good participation in class. It is good for developing the communicative skills.

Question 3

Does the teacher

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.

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)

Storch interprets this as support for Vygotsky's theory of cognitive development and the claim that when pair work functions collaboratively and learners are in an expert-novice relationship, they can successfully engage in the co-construction of knowledge.

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

observation

period

question

under

supported answer to the question

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 2

From

In this segment of the class, we can observe that

minute

The teacher chose the participants, for make an activity in the board, so

What causes

00:22:00

the students didn’t have option for decide if the wanted or do it or not.

students to

to minute

According to the study 26; French immersion program in Canada, have

participate or not

00:.26:50

shown that French immersion students develop fluency, high levels of

in class?

listening comprehension and confidence in using their second languages. (pag.172. line24)

(Pag:172; line:24) This is related with Content-based instruction, according It creates a genuine need to communicate, motivating students to acquire language in order to understand the content (pag176. line30) Question 3

All the

In this segment of the class, we can observe that

Do students give

class

In all class the student talked in their mother tongue

extended answers when the teacher

ask them something in the English class? Page 172, line 2527

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

in English class?

Elaine Tarone and Merrill Swain (1995) noted that learners with only 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)

It is necessary that student have a exposure of language out from classroom it makes that they develop the language in a success way.

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.

According to the Krashen`s monitor model this is good for student because they have more touch with L2.and they have more opportunities to unfolds in language.

dimension and

class period

supported answer to the question

observation

under

question

analysis

Dimension 5:

Yes

In this segment of the class, we can observe that the teacher makes to

TEACH WHAT IS

From

students produces grammatical rules studied in class, they practiced in

TEACHABLE

minute

the board writing sentences in past simple. So the students can

Question 1

00:22:05 to

understand the rules because they are studying in a sequence

minute Can students

00:25:59…

According Pienemann (1988. Pag.177) He has tried to explain why it

produce

often seems that some things can be taught successfully whereas other

grammatical

things, even after extensive or intensive teaching, seem to remain

structures studied

unacquired

in class?

It a true that the student can acquire the language in it is not presented (Pag:177; line:29)

in a development sequence. According to Pienemann is good that student have a sequence in their language development.

Question 2

No

In the complete video, we cannot observe that student have a negative

From

influence in English from their mother tongue. The teacher explains

Does the teacher

minute

the topic in Spanish and English. This process is nor observable.

help the students

00:15:00

According to feedback in the classroom focused on explicit correction

who have a

To minute

(pag140. Line5). It refers to the explicit provision of the correct form.

negative influence

00:20:00

The teacher clearly indicates that what the student had said was

that comes from

incorrect, the teachers use phrases like, oh, you mean…, you should

their mother

say…

tongue?

The explicit correction is good for the English class, because it shows to student where they make error in the target language, so when the students know their mistakes there is a possibility that they fix it.

(Pag:178; line:4)

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.

dimension and

class period

observation

under

question

analysis

supported answer to the question

Dimension 6: GET

No

In all the video we can find other types of corrections, but not a

IT RIGHT IN THE

during all

prudent manner without interrupting the class activities. There is a

END

the class.

small part of video in which a student asked to teacher about a certain

Question 1

grammar rule, but the teacher left the group activities to give a general explanation for all the class. (Pag.184 line,12)

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

quickly and maybe they don’t need the explanation again, so it could

the

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)

Question 4

The

language.

From

Yes, in the video we can observe that students are aware in winch

minute

context they can use the grammar studied

learners

are 00:00:00

aware

that

they To minute

must

use

the 00:15:00

According to meta-analysis reported that instructions promoted to 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. Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching.Cambridge: Cambridge University Press.