UNIT 10. EXPOSURE AND FOCUS ON FORM
WHAT ARE EXPOSURE AND FOCUS ON FORM?
Exposure: learning a language by hearing and/ or reading it, without studying it
We then learn the language by picking it up (learn without realising it) → we learn our first language like this
Focus on form: notice how a language is pronounced and written, and how its grammar and vocabulary are formed and used
This is how we learn a foreign language
* In order to learn a language it is necessary to interact
KEY CONCEPTS
Main ways in which we learn a language
Language acquisition (picking up language)
Exposure (inside and outside the classroom)
Teachers can use comprehension or language tasks, and graded readers
Silent period
We need to hear and read the language just beyond our level (in order to challenge ourselves), before starting to use the language, unconsciously working out their meaning and form
Interaction with other people
The process of struggling to communicate, forces the learner to try out structures, chunks and vocabulary
Focus on form
Learners need to pay attention to the formal features of the language (pronunciation, word order, affixes, spelling, etc.)
Depending on our age and learning style we learn by different methods, such as:
Grammar translation method → focuses only on grammar and text translation
Structural approach → focuses on learning and practising structures
Communicatives approaches → focuses on using the language fluently
UNIT 11. THE ROLE OF ERROR
WHAT IS THE ROLE OF ERROR?
Making mistakes allows learners to experiment with language and measure their success in communicating
KEY CONCEPTS
Errors: occur when learners try to say something that is beyond their current level of knowledge or language processing
Usually because they are still processing or don’t know this part of the language
Learners don’t know that what they are saying is wrong
They are part of the learner’s interlanguage (learners own version of the second language which they speak as they learn)
Slips: are the result of tiredness, worry or other temporary emotions or circumstances
Learners make them because they are not concentrating enough on what they are saying or writing
Learners can correct themselves, once they realize they are wrong or with a little prompting form the teacher or other learner
Main reasons why learners second language learners make mistakes:
Interference of the learner’s L1
Interference errors disappear once the learner learns more of the language
Developmental errors
Common in all learners, they occur because learners are unconsciously working out, organising, and experimenting with language they have learnt
They disappear once the learner learns more of the language
Overgeneralization (applying a rule too widely)
Occur when learners wrongly apply a rule for one item of the language to another item
Learner’s interlanguage
It develops and progresses as learners learn more
Main ways of helping learners develop their language
Exposure
Interaction
They need to focus their attention of language forms
Fossilised errors: errors which a learner does not stop making and which last for a long time
Fossilisation of errors occurs when the learner doesn’t have a reason to improve his/ her language or by the lack of L2 exposure