21

Language Learning

The aim of this unit

• To make you think about the process of learning languages

• To reflect upon theories of language learning

• To take a closer view at the learner in the classroom

What do you have to do in this unit?

1. Input reading

2. Exploratory tasks

3. Self-assessment questions

4. Observation task

5. Micro-research task

6. Integrated task

Warming-up discussion 0

List in the boxes below what knowledge and skills you learn in the real world by making effort and what you acquire without noticing how you do it.

Learned knowledge and skills	Acquired knowledge and skills

SAQ 0

Agree or disagree with the following statements by ticking off

T (True) F (False), D (Debatable)

Statement	T? F? D?
1."Language learning" is the same as "language acquisition".
2. The only way of truly learning a language is habit formation.
3. Without learning rules, the learners will not know them.
4. Learning a language by adults in the classroom is more effective than in the natural environment
5. Capable learners have a higher motivation to study
6. Successful language learning is error free
7. Learning style can be taught

Input reading 1

Learning as a process

Warming up discussion 1.1

Indicate with + or – whether the features given in the left column are present and play a part in the language acquisition (natural setting) and learning (classroom setting) processes.

Features	Learning	Acquisition
Syllabus
Teacher
Goal
Method
Time constraints
Techniques
Tasks
Motivation
Aptitude
Age limits
Gender
Efforts
Strategies
Failures
Errors
Anxiety
Competence (knowledge) and skills

Let’s compare first the amount of time that the learners spend on learning a foreign language and the time that mother-nature gives human to acquire their first language. Native exposure to language is 18,000 hours (10 hours per day x 365 days x 5 years). One year at school equals only three weeks of natural settings. 5 years of natural learning equals 90 years of learning the language at school (Hammerly H. 1982. Synthesis In Second Language Teaching. Second Language Publications).

Exploratory task 1.1

If there are ten pupils in your language classroom that lasts 45 minutes and they speak in turn, each of them can talk for only 4,5 minutes during a lesson. Suggest the ways of arranging a lesson to increase learners’ talking time. Give approximate estimates of the expected talking time for every learners. Remember the time needed for the teacher to set the task, to give explanations etc.

Lesson arrangements	Learners’ talking time

Language learning is usually understood as goal oriented efforts to master a language in the instructed environment (After Larsen-Freeman, D. and M. Long. 1994. An Introduction to Second Language Acquisition Research. Longman: London an New York. P. 222). The process is described by a “taxonomy of learning”, which is the classification of all the typical features pertaining to learning domain.. The most known is Bloom's taxonomy including “cognitive domain”, “psychomotor domain” and “affective domain”:

Cognitive domain	Psychomotor domain	Affective domain
Knowledge Comprehension Application	Physical activities Perceptual activities Skills development	Leaner feelings Learner preferences Learner values

(After Bloom, B. 1976. Human Characteristics and School Learning. N.Y.).

Exploratory task 1.2

Answer the following questions

Questions	Answers
What knowledge is formed in language learners?
What do language learners have to comprehend
What knowledge to the language learners apply?
What physical activities do the language learners perform?
What do the language learners perceive?
What skills are developed in language learners?
What feeling do the language learners experience?
What learner preferences have come to your attention?
What learner values have you considered?
What differences in language learners have you noticed?

Language learning is a process of becoming competent in a language through formal studies or complemented by natural acquisition outside classroom (After Lightbown, M. and N. Spada. 1997. How Languages are Learned. OUP. P. 26-27). For some scholars (Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Pergamon: Oxford) only natural acquisition is the key to mastering a language. Acquired system of knowledge and learned system of knowledge are thought by some scholars to be totally separate. (Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford:Pergamon). Other theories allow for the interaction between the types of knowledge (Bialystok, E. 1981. The role of linguistic knowledge in second language use. Studies in Second Language Acquisition. Vol.4. P. 31-45).

Exploratory task 1.3

Comment on how the following ways of formal language learning and natural acquisition can contribute to success in mastering the language

Acquisition	Contribution	Learning
Eavesdropping on the bus
		Learning a dialogue by heart
Asking the way in the street
		Improvising in a role-play
Listening to the radio and watching TV
		Learning a grammar rule
Watching street signs and posters
		Reciting a poem or a monologue
Visiting a bank, a shop or a post office
		Reading about cultural gaps

The process of learning is organised by a method of instruction (teaching). A method involves three major concepts: approach, design and procedure. "Approach" describes a theory of language and teaching with the language theory and the major principles i.e. guidelines for running a class. "Design" deals with the objectives and materials, teacher and learner roles. "Procedure" describes techniques, tasks, practices and interactive behaviours. The architecture of the "method" is shown below:

	Method
Approach	Design	Procedure
Theory of language Principles of teaching	syllabus and material teacher role learner role	classroom techniques learner interaction

(Richards, J. and Th. Rodgers. 1995. Approaches and Methods in Language Teaching. CUP. P. 28).

A "method" is a model of pedagogical intervention to achieve the goals of language instruction by creating learning opportunities through a certain theoretical approach, pedagogical design and teaching procedures.

SAQ 1.1

Match the concepts and their definitions

Concept	Definition
Method	Goal-oriented tasks
Approach	B. Activity with an objective
Design	C. Model of pedagogical intervention
Procedure	D. Underlying theory
Language theory	E. Materials arranged as resources
Principles	F. The way to run an activity
Techniques	G. Guidelines for teaching
Tasks	H. Language representation
Activities	I. Organised process

A statement of what is to be learned is called a syllabus (Hutchinson, T. and A. Waters. 1993. English for Specific Purposes. CUP. P. 80-89). It breaks the complex contents into manageable units and defines what will be taught and learned. A syllable includes topics, situations, skills (reading, writing, speaking and listening) and language items (grammar, lexis and phonetics). Depending on the purpose of instruction English can be taught for general and specific purposes.

	English for general purposes		English for specific purposes
English for educational purposes	English for recreational purposes		English for occupational purposes	English for academic purposes

(For more classifications see Jordan, R. 1997. English for Academic Purposes. CUP. P. 3).