Module 3: Taking Risks and Learner Strategies
Using language-learning expert Francois Gouin’s experience of going to Germany and failing to learn German, this module demonstrates the need for learners to understand how a language is learned. Gouin’s experience demonstrates not only the need for a diffuse mode of learning wherein practice is valued, but it also demonstrates the psyche of many second language learners. Francois, in some sense, was too smart for his own good, relying on techniques for learning material that don’t apply to language use and application. Students must use techniques and strategies that are proven to help someone acquire language, like those from the good language learner studies. Teachers can facilitate student learning by helping to demonstrate good language learner principles.
Lesson 1: Taking Risks
Video 1: Language is a Stage
Like being on stage, learning a new language creates a heightened sense of self-awareness, where the learner is afraid to make mistakes and is almost paralyzed with tension.
Self awareness is the ability to see yourself, or perhaps imagine yourself, from someone else's viewpoint. In language learning, self awareness means you are aware of your accent, your grammar mistakes, and how well you are doing at communicating your idea.
Stephen Krashen, our famous ESL theorist, explains this concept using the term affective filter. The affective filter, he explains, refers to the complex emotions your students might have as they process all this new information, and try to produce language. That stage-fright feeling is called the affective filter,
Video 2: Lowering the Affective Filter
- First of all. From the very beginning of your classes, make sure you relate to your learners.
- Second, I like to describe mistakes as normal.
- Third. Use formative evaluation. When you give feedback that is not a final grade but is to help them along the way, this is called formative feedback, or formative evaluation. This is all in contrast to summative evaluation wherein students are evaluated by their performance and given a grade.
- Fourth, be willing to look ridiculous. This helps students to recognize that they themselves can take risks.
Lesson 2: Understanding Mistakes
- Video 3: Language Learner Strategies
- Video 4: Good Language Learner Strategies
Lesson 3: Summary and Essential Questions
Video 5: Summary and Essential Question
Reading: Teaching Language Learning Strategies
you learned about the strategies that good language learners employ, namely:
- Predicting – using social and contextual clues to guess at the topic
- Using selective attention – paying attention to only what seems important
- Preparing – thinking about what one wants to communicate in advance
- Looking ridiculous – being willing to look foolish in order to complete the task
- Practicing
- Monitoring – correcting one’s own speech for accuracy
- Asking questions
- Taking notes
- Using imagery – relating new information to a visualization
- Finding the answer in multiple ways
- Using physical response – relating new information to a physical action
- Playing – experimenting with language
Bonus Materials: Stories about Risk and Trying New Strategies; Stephen Krashen
Reading: The Lightning Bug
Reading: Three Korean Girls (not surprisingly, it is how Asian study, it is my old way)
Reading: Fifty-five Hours
Reading: Pieces
Reading: The Affective Filter Hypothesis
Module 4: The Flipped Model of Language Learning
While it was once considered impossible to be immersed in English outside of an English-speaking country, with the advent of the internet, the world has changed and continues to change significantly. This module presents ways in which to use the internet and other resources to a teacher’s advantage, and helps a teacher recognize their ability to engage students on cell phones, tablets, and computers. Introduction of the flipped classroom, meaning that learners can engage in focused material (videos, readings, etc) outside the classroom, and then engage in projects, exercises, and discussions within it.
Lesson 1: Connecting Students to Resources
- Video 1: Language Learning Outside the Classroom
- Video 2: Thinking Outside the Classroom Box
Lesson 2: Encouraging Student Autonomy
- Video 3: Language Learning Online
- Video 4: Student Autonomy
Lesson 3: Summary and Essential Question
Video 5: Summary and Essential Question
Reading: Opening the Classroom Door
Reading: Money well-spent? Government national plans
Assignment: Language learners should only be exposed to the forms they are taught
I don't believe everyone thinks it is true.
If students are serious about learning English as a way to use it, they need to be exposed with many forms as possible. As we have previously discussed, it is not only important for the student to "learn" the language, but they should be able to "acquire" and use the language in the real world.
Pen-pals is very enticing. But I don't think native English people have time or interests to communicate with English learners. The most practical way is to join "fan clubs" where students can post their ideas and read other people's wonderful thoughts. In such context (l like call it scaffolding), students can learn a great deal. Game community is a wonderful place to go. But it poses a great challenge. Students must be familiar with games to be able engaging into deep talk, but where could they find time to play it? Or, is game really boost learning?
- First of all, the happiest teachers focus on the things they can do not the things they cannot.
- Second, the happiest teachers are agents of change.
- Third, the happiest teachers find balance.
- Fourth, the happiest teachers cherish the rewards of teaching.
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