Methodology in Language Learning: Classroom Instructor

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What does the classroom instructor do when faced with a situation where a large ESL class has members of different skill levels progressing at different rates? Some will understand; others will just repeat without understanding while some may just sit and watch. Some may have had more exposure to the language than others; in addition, some students may be better able to employ learning strategies and appear to “pick up” languages quicker. acquisition. The language lessons need to be part of a larger lesson plan that actively involves the learners in a realistic situation where English is a tool for transmitting a message or solving a problem. Activities should allow a natural exchange of information either orally or in writing.

 

The point is to establish a language-rich environment that provides plenty of input and allows student output and participation. Vocabulary and syntax should be simplify ed to be accessible to all. High frequency words-money- are used rather than lower frequency words such as currency.

 

 

Another hint for those teaching a large number of students at different levels is grouping to downsize each section to a more manageable level. Obviously the class can be grouped by level or by task-reading, writing, listening, or other criteria. An effective approach will use grouping methods that allow the learners to work on a variety of tasks in the various skill areas. Everybody cooperates and works together to reach a goal since “the learning task is based on interaction and reciprocal interdependence among the members of the group and requires mutual help” . Learning tasks fostered language acquisition in Bejarano’s study because they set up an immediate need for active participation by all group members.

 

 

Texts can be modify ed to be more learner friendly without compromising their integrity. There are two types of modify cation: elaboration and simplify cation. Elaboration enriches the text by adding  paraphrases and explaining thematic elements without changing the original text.  Simplify cation rewrites the text in special English and makes the text lose its originality. Elaboration is like a commentary that enhances but does not replace the original.

 

§  §  Bibliography:

1.    Brown, H.D. (2000): Principles of Language Learning and Teaching. White Plains, NY: Addison Wesley Longman, Inc. Gass,

2.    S.M. I L. Selinker. (2008): Second Language Acquisition. An Introductory Course. New York: Routledge. VanPatten,

3.    Leaver, B.L; Ehrman, M; Shekhtman, B. (2005): Achieving Success in Second Language Acquisition. CUP

4.    B. i J. Williams. (red.) 2007: Theories in Second Language Acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publisher

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