4 DESCRIBING

LEARNING AND
TEACHING
 Students :
 Betty Cajamarca

 Jairo Luisa

 Byron Valdivieso
 TEACHIN
G AND
LANGUAG
E

4, This ‘trying
1, Children
out’ is shown bye
acquire a
the way children
language without
repeat words and
effort
phrases

3, During
childhood we get 2, ‘get’ language
an enormous without thinking
amount of such about grammar
language or vocabulary
exposure
 ACQUISITION AND
LEARNING

Acquisition and
learning have their Stephen Krashen in
part to play in the 1980s, a distition
language getting for between acquisition
students after and learning
chilhood

Learnt language
Teachers should
tends to ‘get in the
concentrate on
way’ of acquired
acquisition
language production
 Lexical
Appoach, we
should
structure
T around
Lnguage
Chunks Silent Way,
PPP( teachers do
Presentatio, little talking
Practice and and the onus
Production) is put on the
students
DIFFEREN
T TIMES,
The PPP DIFFEREN
procedure isw still T
METHODS Community
widely udes in Language
language Learning, say
classroom aroud Audio- from their first
lingualism language into
the world the language
the students
are learning
Method Grammar-
originated in translation

army
education in
the 1940s

Short grammar
and word lists
 COMMUNICATIVE
LANGUAGE TEACHING
(CLT)

1.CLT is not just about 2.If students get

the language in other enough exposure to
words it is about how language and
it is used opportunities for
language use

TASK – BASED
LEARNING (TBL) PRE- TASK

TASK -CYCLE
The emphasis is on the LANGUAGE
task rather than
FOCUS
language
 ELEMENTS for
SUCCESSFUL
LANGUAGE
LEARNING (ESA)

Its recognises the value of Most people find chances to

language exposure through concentrate on language froms
comprehensible input and how they can be used

Teaching
sequences

ENGAGE STUDY ACTIVATE

 ESA LESSON SEQUENCES

 ESA straight arrows sequence

 EAS (A) boomerang sequence

 EAASASEA (etc) patchwork sequence

Engage

Study

Activate
Engage

Study

Activate
 Engage

Study

Activate