ZANDRA LOREINE AMO EL 103 MODULE 06

BSED ENGLISH 2A DOC. JANICE SAMPANI

I. LEARNING ASSESSMENT

Explain the following statements and take a stand (cite study cases if any)
a. Learning does not become acquisition
- Learning, as opposed to acquisition, requires conscious effort on
the part of the student. Students are generally very happy when given
direct instructions. But the learning process alone is not enough to become
fluent in a language.

b. Learning sometimes precedes acquisition in real time

- Yes, learning may take precedence over real-time acquisition.
These instances tend to be experienced first before application.

c. "Learnability" is related to linguistic simplicity, both formal and functional.

- Learnability refers to the formal and functional simplicity of the
language so that users can fully exploit all features and skills.

II. ENRICHMENT ACTIVITIES

A. Accomplish the following:

1. Explain how grammar is used as a monitor

- A grammar used as a monitor to avoid communication barriers. A
prerequisite for successful use of the monitor is time. This is because when
the performer has time, as in writing or a prepared speech, they can
correct their form and focus to achieve accuracy.

2. Explain how grammar is used as subject matter

- In some cases, it can lead to language acquisition. Acquisition
takes place in those classes that are concerned with the subject
"Grammar". In this case, teachers and students alike believe that learning
formal grammar is essential to learning a second language. Because their
progress really comes from the medium, not from the message.

3. How are rules presented in a deductive approach? in an inductive

approach? in sequencing and learning?
- Deductive approach

-The deductive approach to teaching a language begins by

giving learners rules, then examples, then exercises. This is a teacher-
centered approach to presenting new content.

inductive approach

- A deductive approach (rule-driven) starts with a rule statement followed

by an example where the rule applies.
sequencing

If the goal is mastery, ordering the grammar is undesirable.

the natural order itself
Frequency of occurrence, simplicity of grammar, and "usefulness"

to learn
-People learn by doing. Small lessons are most effective.
Learners need intelligent feedback.

4. As a language teacher, how would you address/answer the following

questions? Why?
a. Should errors be corrected?
- Yes, because it helps learners change their conscious
mental expressions.
b. If so, when should errors be corrected?
- If it's a communication exercise, mistakes can be
corrected during the lesson.
c. Which learner errors should be corrected?
- "Global" errors, errors that confuse communication or
impair message comprehension, must be corrected (Burt and Kiparsky,
1972). Errors like this deserve top priority for fixing.
The mistakes that are most stigmatized and cause the most adverse
reaction most importantly need to be corrected.
The most common errors should be given the highest priority.
d. How should learner errors be corrected?
- Provide the correct form ("direct" fix). (Inductive)
discovery approach.
e. Who should correct learner errors?
-
5. As a language learner how would the following questions be
addressed/answered, why?
a. Should errors be corrected?
- Definitely yes, to change the student's perspective.
b. If so, when should errors be corrected?
- Mistakes can be corrected during class.
c. Which learner errors should be corrected?
- A correctable error is a global error.
d. How should learner errors be corrected?
e. Who should correct learner errors?

*the same rubrics and criteria will be used all throughout