Unit 12 - DIFFERENCES BETWEEN L1 AND L2 LEARNING

       Unit 12 is about differences between L1 and L2 learning. This refers to the way we learn a first language, it is really different when we learn a foreign language. In addition, the age plays an important role when learners are acquire a language. The main point  from this unit is how we can differentiate when learning L1 and L2. For example, in L1 learning,  the learner is baby, continues through the early years of childhood and he learn naturally according to the environment he is growing as well as how the learner improve the language skills in the school or university. On the other hand, in L2 learning, it usually stars in primary school and it may also start or continue in adulthood. I think it is according to the interest the learners have to focus on a foreign language, it is because some people think that to learn another language is helpful for their future, so they show maturity to develop their cognitive skills when they decide to learn a foreign language. However, in L1 learning. The learner has a strong motivation in their daily interaction with the family, so they feel really comfortable practicing the language. While, in L2 learning, some students have little or no motivation to communicate. It is maybe because they are not interested to learn a foreign language or they study this just to approve a subject. It can be also because sometimes learners are afraid to interact with the teacher and classmates, so that's why they can't progress with the second language they are learning.      

You can look for more information here:

file:///C:/Users/Windows/Downloads/2384-7255-1-PB.pdf

http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm

https://www.youtube.com/watch?v=ZqDt2isALig

Unit 11 - THE ROLE OF ERROR

      Unit 11 is about role of error. This mainly focused on how important is to make errors in the learning process, as many people say errors are a natural part of learning. Therefore, learners make errors unconsciously, it is because they just want to learn naturally and I think it is useful for them because if they make errors they will experiment a new language and they are going to learn more every day. Students will learn from their errors and the next time they won't make the same mistakes. I will apply it with my students in a good mood because it is relevant to notice what are the learners' errors in order to help them to improve that.  But at the same time I realize that it is a positive part when learning a second language and I would apply some strategies to deal with this and to notice the students' progress. In addition, it is not a good idea to correct students when they are learning because it maybe interfere on their learning process as well as it can affect a lot on their self confidence and they are not going to be able to produce the language effectively. For example, if learners have a pronunciation error when they are developing the speaking skill,  the teacher should not interrupt them. It would be better to take a note about the mistake the student made and after the interaction the teacher should provide feedback explaining the correct way to pronounce that word in order to avoid the same error the next time. So in that way learners will get an accurate language.     

You can look here for more information about the role of error:

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

http://www.edutopia.org/blog/benefits-mistakes-classroom-alina-tugend

http://www.esaudio.net/spanish-articles/the-role-of-errors-in-second-language-learning/

Unit 10 - EXPOSURE AND FOCUS ON FORM

        Unit 10 is about exposure and focus on form. This refers on the way children and adults acquire the first language and also the different ways to learn a foreign language. It can be by hearing or reading as many students can. However, for many students the most important part when they acquire a language is the grammatical structure, but I think it is not correct because the learning process can be better if they exposure to it naturally or by picking it up. As future teachers we can deal with this by focusing on the students' learning styles, and also by discovering what are the suitable strategies for their learning process, so in that way students will be more interested on learning the target language. Furthermore, we have to keep in mind that to learn a language effectively is necessary to interact a lot with others and also to express ourselves by making meaning really clear in order to get a comprehensible interaction. I consider the main point here is that each learner should be exposure to language inside and outside the classroom. In class they can interact with their classmates and ask questions to the teacher, they a can also read a book or something about what they are learning and listen to some tracks to complete the tasks that the book provides. While, outside the class or at home, learners can practice the language by themselves for example by using internet, reading some magazines they are interested in, watching movies they like and doing things that involves the language.     

      

Here is a link that will help you with more information about exposure and focus on form:

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

http://www.melta.org.my/ET/1991/main3.html

http://skemman.is/stream/get/1946/15018/35741/1/BA_EinarG.pdf

Unit 9 - MOTIVATION

        Unit 9 is about Motivation, this mainly contains what is motivation and how we as future teachers can deal with it in the classroom. How teachers help students to focus on the target language and how to become part of a good learning process. Therefore, the most important part I learnt from this unit is how motivation can change on people and what are the kinds of motivation. Teachers should behave naturally in order to get the students' confidence and they can become creative if they feel motivated about the language they are learning. A main point here is that students should interact with the teacher in the classroom in order to find a good environment in class. Furthermore, learners have different kinds of motivation. Some students are unmotivated, it means they have no motivation or they are not interested on learning a new language and I would help them by showing the positive side of the language and the culture. Also, I would encourage my students to realize how important is learning a second language in their future. On the other hand, there are  demotivated learners. It means they have lost their motivation. I would help my students to deal with this by giving them positive feedback and praise in order to improve their weakness. To sum up, motivation plays a really important role in the learning process.     

You have here more information about motivation in the classroom:

http://iteslj.org/Techniques/Lile-Motivation.html

http://peoplelearn.homestead.com/beduc/chapter_8.pdf

http://www.pdx.edu/sites/www.pdx.edu.psy/files/Assessment-11-Motivation-in-the-classroom--reciprocal-effects-of-teacher-behavior--Skinner-Belmont--1993.pdf