Language learning and language teaching with young learners: from research to practice Alessandro Benati University of Greenwich [email protected].

Language learning and language teaching with young learners: from research to practice

Alessandro BenatiUniversity of Greenwich

[email protected]

Topics of discussion

What we know not matter the age!

The centrality of input

The centrality of meaning and communication

Developing tasks (speaking)

1. Languages are acquired mainly through imitation Agree Disagree  2. L1 is a major obstacle to L2

Agree Disagree

3. Student learn what they are taught

Agree Disagree

4. Most of the mistake learners make are due to interference from their first language Agree Disagree

What we know no matter the age!

Learning is an unconscious and implicit process

L1 and L2 learning are similar!

All aspects of language are input dependent

Language ability develops as learners engage in communication

We have some language universal properties

The effects of teaching are limited (orders and sequences)

Input Intake Developing system Output

The centrality of input

Successful Input = comprehensible and message-oriented

Features of language are learned if they have been linked to real-world meaning

Teachers simplify their language as a natural part of making themselves understood

a) Make use of non-linguistic means: drawings, photos, diagrams, objects

gestures visual aids to accompany speech

b) Use familiar topics

c) Slower rate, high frequency vocabulary, simpler syntax…etc.

d) Interaction and negotiation of meaning (comprehension checks, clarifications requests)

The centrality of input

A typical example of teacher input comes from an introductory Spanish lesson on vocabulary related to the family. In introducing the new vocabulary, the instructor chooses to tell the class about his own family. The instructor’s purpose is both didactic in terms of presenting vocabulary related to the family (family tree), and communicative because of his attempt to have his class understand as much as possible about his own family.

What does the instructor do to make himself comprehensible?

At what point of the course of study the presentation might have occurred?

Today we are going to talk about my family. I have the most interesting family (displays a family photograph on the board, locates himself in the group and introduces each of the other components). ‘Here is me. These are my parents. This is my father and this is my mother. My father’s name is Bill. My mother’s name is Junita. They are divorced. This is my stepfather, Jo. My stepfather. And this is my sister…my only sister. Her name is Gloria (he now covers photo). I have no brothers…. There are some others family members (now show photo again and introduce them in a similar fashion)….(he covers photo). Ready for a good memory test? Teacher gives then a paper with names and relationships of his family in two different columns. He ask them to match the name to a relationship. After two minutes, he shows the photo and reviews the task. At the end, the teachers engages in some light conversation in which students answer with one word (yes or no) about their family ‘How does your family compare to mine? Do you have more brothers or sisters?…etc..). Now he reveals photo of extended family with aunts and uncles, cousins…he continues using same format as before…

The centrality of input

The visual display of the ‘Family Tree’ establishes the topic and students know the teacher is talking about ‘family’

He draws on the background knowledge of the class in order to facilitate comprehension

By locating himself in the ‘family tree’, students know that the other people are his relatives

They are engaged in vocabulary acquisition but at the same time processing far more than vocabulary related to family (pick up phrases such as ‘my….’ ‘I have…’ and start processing gender markings on nouns and adjectives.

The teachers exposed learners to much more language (than just vocabulary) and he provided richer input

The lesson on family took place in the first week of teaching

The centrality of meaning and communication

Communicative Language ability develops as learners engage in communication

Communication is not question & answer

Communication = expression, interpretation and negotiation of meaning

Transcripts

Developing tasks

A task is a classroom activity that has an objective attainable only by (a) the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange

A task is a language learning endeavour that requires students to (a) comprehend, (b) manipulate and (c) produce the target language as they perform some set of work plans

Tasks provide students with a purpose for language use

Tasks make language teaching more communicative

Tasks are activities which involve understanding and processing of the target language

Tasks are activities with a specified objective

Developing tasks

Question & Answers paradigm

Open-ended discussions

In traditional oral tasks learners are asked to look at some pictures or a dialogue and then perform that dialogue following a specific pattern (a typical task/exercise is: look at the pictures and practice the following patterns in ..).

Another form of traditional oral task which is normally found in language textbooks is to ask L2 learners to talk about a topic (e.g. describe a friend or am member of your family or talk about your week-end…) without taking into consideration the main principles of the communication act!

Developing tasks

Identify a desired outcome

Break down the topic into subtopics

Create and sequence concrete tasks for learners to do, for example create lists, fill in charts, make tables

Build in linguistic support, either lexical or grammatical or both

Requires two or more autonomous participants

Privilege the learners’ use of the language

Speaking Exchange information Tasks

Guidelines to be used to develop Speaking Exchange Information Tasks:

1) Identifying the topic (establish a topic that is familiar, appropriate, interesting and relevant -related to every-day life)

2) Designing an appropriate purpose (the main purpose of information-exchange tasks is not just about getting or exchanging information but also to do something with the information gathered)

3) The purpose of the task would clarify the information source required

Developing a task

Create a Speaking Information Exchange Task using the following principles:

1) Identifying the topic

2) Designing an appropriate purpose

3) Identifying information sources

Suggested Reading

Benati, A. (2013). Issues in Second Language Teaching. London: Equinox.

R, Ellis (2003). Task-based Language Learning and Teaching. New York: OUP.

Lee, J. (2000). Tasks and Communicating in Language Classrooms. New York: McGraw-Hill.

Savignon, S (2005). Communicative Competence. Theory and Classroom Practice. New York: McGraw-Hill.