1. CENTRAL UNIVERSITY OF ECUADOR FACULTY OF PHILOSOFIE ESP TEACHERS AND LEARNERS LANGUAGE IN THE CLASSROOM MIGUEL ARIZALA GABRIELA RUIZ MAYTA VASQUEZ
2. The language that best suits the learners and the situation . C.F. are the purposes for which both use language in the classroom. e.g. activities, explaining points.
3. Instructing Imperative for young learners and beginners - Open your books on page For higher levels we might use another language forms - For this exercise we will work in pairs
4. Explaining We explain the learners how to do an activity - We will put the project on the wall. Narrating In primary classrooms we often tell stories to the learners. In adults classrooms the experiences must be more detailed.
5. Eliciting Its when we get information from our learners rather than giving it to them
6. Prompting Its when we say something to help learners to remember something, or giving them ideas. - Clo.for closure Correcting We can correct learners by using language to points out the mistakes.
7. Checking learning All the time, most frequently after presenting new language. - Can anyone give me a sentence? Conveying the meaning the new language When we show the meaning of new words or structures. - Realia, mime, questions, explaining
8. UNIT 27 Identifying the functions of learners' language HOW? Tasks and activities Asking questions of the teachers Asking for clarification: Asking for Clarification F: Im afraid I am not quite clear what you mean by F: Im sorry, I dont understand what you mean by SF: Im sorry, but could you explain what you mean by SF: What do you mean by ? I: What exactly are you trying to say ? I: What (exactly) are you getting at ? http://www.commonenglishphrases.com/2011/08/asking-for-clarification/
9. KEY CONCEPTS functions of learners' language Stages: (step in a process) There are twenty separate stages in this process. Hay veinte etapas diferentes en este proceso. http://www.wordreference.com/es/translation.asp?tranword=stage
10. INTERACTION Interact appropriately with each other Talking, dancing, playing a game all of these activities allow you to interact with other people. To interact means to communicate and react to the people you're involved with.
12. Unit 28 Categorizing learners' mistakes Mistakes show problems either with accuracy, i.e. using the correct form of the language or with communication. i.e. sharing information dearly. Learners can make: ORAL MISTAKES WRITTEN MISTAKES
13. ORAL MISTAKES Oral mistakes are mistakes learners make when they are speaking. They make mistakes in the accuracy of, for example: grammar, pronunciation or vocabulary or in the degree of formality of the language they use. ACCURACY Accuracy is the use of correct forms of grammar, vocabulary, spelling and pronunciation. In an accuracy activity, teachers and learners usually focus on using and producing language correctly. 1. Grammar: She like this picture. (Talking about present habit) 2. Pronunciation: I wear my suit in the sea. 3. Vocabulary: The dog bite me. (Talking about a dog attacking someone) In Example 1. The learner has missed the third person s from the verb. The learner should have said She likes this picture'. In Example 2. The learner has used suit instead of swimsuit. The learner should have said wear my swimsuit in the sea'. In Example 3. The learner has used the long /bit/ sound when he/she should have used the short lit sound. The learner should have said 'The dog /bt/ me'.
14. APPROPRIACY Language which is proper or appropiate in a particular situation. 1. 'Shut up! (said to a classmate) 2. It depends of the weather Example 1. It is rude to say 'Shut up!' in the classroom. Can you be quiet, please? Example 2. It is not the same as in Spanish. It depends on the weather
15. WRITTEN MISTAKES As with oral mistakes; these can also be categorized into slips or errors in accuracy or appropriacy, or errors in communication. Grammar She never goes with nobody. She never goes with someone. Punctuation The wizard said Pay no attention to that man behind the curtain. The wizard said, Pay no attention to that man behind the curtain. A comma is needed before a direct quotation. I doed the homework. I did the homework.
16. ERROR (NOUN) A mistake that a learner makes when trying to say or write something above their level of language or language processing. A developmental error: is an error made by a second language learner which could also be made by a child learning their mother tongue as part of their normal development. e.g. I goed there last week. (I went there last week).
17. A fossilized error: is an error that has become (almost) permanent in a learners language and has become a habit. Fossilized errors cannot easily be corrected. For example: A B2 learner might habitually not add an s when saying third person singular present simple verbs. A SLIP. When a learner makes a slip they make a language mistake but they are able to correct themselves. e.g. Learner: He like ice-cream, I mean, he likes ice-cream.
18. Word missing wrong word order wrong spelling Wrong vocabulary punctuation (comma, full stop, etc,) A common tool to optimize learners opportunities. The teacher uses a correction code to indicate the types of mistakes in accuracy that the learner has made. This enables learners to make their own corrections.