Exploratory task 1.1

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?

A. Input reading

B. Exploratory tasks

C. Self-assessment questions

D. Observation task

E. Micro-research task

F. 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
1.
2.
3.

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.).