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Teaching Novice Learners to turn off their “English brains”

L2. L1. Teaching Novice Learners to turn off their “English brains”. Time Limit: 2 min. Why do students continually make these same mistakes?! ~~~~~~~~~~~~~~~~~~~~~~~~~~~. What if these so-called mistakes are a natural part of language acquisition?. L1 Question:

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Teaching Novice Learners to turn off their “English brains”

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  1. L2 L1 Teaching Novice Learners to turn off their “English brains”

  2. Time Limit: 2 min.

  3. Why do students continually make these same mistakes?! ~~~~~~~~~~~~~~~~~~~~~~~~~~~ What if these so-called mistakes are a natural part of language acquisition?

  4. L1 Question: What are some mistakes that children typically make in their first language? Quick Turn & Talk (2 min.)

  5. So why is that what we do in a second language classroom? How does it affect the students when we do that? How do you feel when someone corrects you?

  6. BRAIN BREAK

  7. L1 *Strong brain *Constant use *Years of experience Is it perfect? Infallible? Mature? Of course not!

  8. L2 *A “baby” brain *Never / hardly ever been used *No experience …but it has HUGE potential for growth

  9. Ejemplos: Me llamoes… Soy hambre. Ella es no… Exemples: Jesuis 15 ans. Elle cherche pour Tu eschante.

  10. Bill VanPatten (the Diva of SLA) Performance Proficiency Podcast: Tea with BVP

  11. BRAIN BREAK

  12. The so-called mistakes students -especially novice learners- make are: • Interlanguage, which is a natural part of the language acquisition process (as seen in L1) • Often the result of L1 interference in L2. If the student hasn’t mastered the rule in the L2, they may fill in “pad” with the rule from their L1 • A result of having learned rules (intake) but not acquired language (uptake).

  13. According to Newmark (1966), first language influence… is simply the result of the performer being "called on to perform before he has leaned the new behaviour". The result is "padding", using old knowledge, supplying what is known to make up for what is not known. Newmark suggests that the "cure for interference is simply the cure for ignorance: learning"

  14. How can we help students acquire language so that it becomes part of their uptake (long-term memory)? It comes down to providing as much Comprehensible Input as possible to students, both listening and reading. The more exposure students have to input that is comprehensible to them the more likely the language will make its way to long-term memory. This is mostly a subconscious process in which language is ACQUIRED rather than LEARNED. See the research of Dr. Steven Krashen www.sdkrashen.com

  15. Learning vs Acquisition Learning a language Acquiring a language Conscious effort Subconscious, effortless Memorize Vocab Lists Focus on High Frequency Vocab. Conjugate Verbs Comprehension precedes production Listen & Read before Speak & Write Learn the Grammatical Rules Know what “feels” right Use the rules to speak Focus on what is being said Focus on how to say something

  16. Krashen’s theory on SLA (Second Language Acquisition) 1. Becoming fluent (acquiring) a language is different from learning about grammatical rules. 2. Knowing & thinking about grammar rules helps polish formal writing but can hinder natural communication. 3. Languages have a “Natural Order” where some aspects of the language come more quickly than others. 4. We need lots of input just above what we can already understand in order to acquire more language ability. 5. If we are unmotivated, dislike the language or feel anxious about it, our progress will be hindered.

  17. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. 

  18. L2 L1 So, can students turn off their L1 brains? Should they?

  19. We can NORMALIZE the “errors” they’re making. When they know that this is just part of the normal process of learning acquisition. That keeps their Affective Filters lower and allows them to acquire more language. We can stop thinking about them as “mistakes” and realize that these “errors” are just part of their Interlanguage. Maybe we can stop asking students to do things they’re not capable of doing yet and getting frustrated when they fall short?

  20. Merci beaucoup Muchas gracias Michelle Browett Madeira Beach Fundamental MS browettm@pcsb.org

  21. Some of the Big Names in SLA (Second Language Acquisition) &CI (Comprehensible Input)… with links, of course  • Dr. Steven Krashen • Bill VanPatten • Ben Slavic • Tina Hargaden • Martina Bex • Grant Boulanger • Annabelle Allen • Mike Peto • Carol Gaab • Carrie Toth • Kristy Placido • Mira Canion

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