Reflection 1:
The role of output:
Output hypothesis (Swain, 1985): comprehensible output leads to high levels of grammatical accuracy.
The noticing function is worth mentioning here: learners encounter gaps between what they want to say and what they are able to say, and so they notice what they do not know or only know partially in the L2 language.
Meaning-focused instruction: by focusing on grammar, or other aspects of English, I have found it helpful for the students' motivation and learning by having assignments that create meaning in what they are assigned to do. In practice, we had an assignment about London, and we had a map of London where the students were supposed to work in groups, and figure out where a bus would have to go through the city, for example from Piccadilly Circus to Craven Cottage. This made them practice communicating with each other, and in addition learn about the city of London.
Interlanguage theory: describes the language learner's journey from his native language (L1) to acquisition of the target language (L2). An interlanguage is based on the learners' experiences with the L2. The interlanguage rules are claimed to be shaped by several factors, including L1-transfer, previous learning strategies, strategies of L2 acquisition (for example simplification). It is an internal system of rules that L2 learners construct, which is independent of both the learners' L1 and the target language and which evolves gradually over time.
The role of output:
Output hypothesis (Swain, 1985): comprehensible output leads to high levels of grammatical accuracy.
The noticing function is worth mentioning here: learners encounter gaps between what they want to say and what they are able to say, and so they notice what they do not know or only know partially in the L2 language.
Meaning-focused instruction: by focusing on grammar, or other aspects of English, I have found it helpful for the students' motivation and learning by having assignments that create meaning in what they are assigned to do. In practice, we had an assignment about London, and we had a map of London where the students were supposed to work in groups, and figure out where a bus would have to go through the city, for example from Piccadilly Circus to Craven Cottage. This made them practice communicating with each other, and in addition learn about the city of London.
Interlanguage theory: describes the language learner's journey from his native language (L1) to acquisition of the target language (L2). An interlanguage is based on the learners' experiences with the L2. The interlanguage rules are claimed to be shaped by several factors, including L1-transfer, previous learning strategies, strategies of L2 acquisition (for example simplification). It is an internal system of rules that L2 learners construct, which is independent of both the learners' L1 and the target language and which evolves gradually over time.
Thank you for sharing your first reflection. I agree with you regarding the importance of meaning-focused activities and opportunities for output in the classroom. I am a bit confused about the place of interlanguage theory in this response - in what ways can it guide your own teaching?
SvarSlettPetter, it seems that I cannot access the remaining three reflections. Could you please make sure that they have been posted so that others can view them (and not just saved).
SvarSlettI can still only see one reflection, and there is no Teaching Profile. Unfortunately, I cannot mark your work as "pass."
SvarSlett