TEFL Online Training Unit 5
1. Language acquisition happens when::
1. Input is provided at the i+1 level,
2. The affective filter is lowered,
3. The monitor is not made too strong by an overemphasis on accuracy, and,
4. The natural order of acquisition is respected.
2. The i+1 Schema: In the i+1schema, "i" means interlanguage, the point on the
continuum between L1 and L2 that the student currently occupies. +1 means
that the input should be just a little more complex or difficult than the learner can
easily comprehend.
3. Affective filter: When a student in nervous or apprehensive in the language
class, a filter goes up that prevents the input from getting through. The teacher
can lower the affective filter by making the classroom a comfortable
environment for the student to take risks in using the language.
4. Monitor: The monitor is the part of the brain that checks language output for
accuracy. An overly strong monitor interferes with fluency because the learner
is too worried about getting the grammar, pronunciation etc. correct to focus on
meaning. Constant correction or focus on accuracy by the teacher strengthens
the monitor, inhibiting fluency.
5. Natural Order of Acquisition: Research shows that many elements of
grammar are acquired in a certain order regardless of when they are taught. For
example, the plural and possessive "s" endings are usually acquired before the
3rd person singular "s". Teachers can probably speed up the process of
acquisition but not change the order.
6. Four Stages of Acquisition:
1. Pre-Production.
2. Early Production.
3. Speech Emergence.
4. Intermediate Fluency.
7. Pre-Production: Stage 1 of Language Acquisition. Students have minimal
comprehension and cannot produce language yet. As comprehension
improves, students can: point, draw, respond with action, choose and act out
to show they understand. To promote growth Teachers should: use visual aids
and realia, modify speech, use activities with physical responses, and focus on
building vocabulary.
8. Early Production: Stage 2 of Language Acquisition.Students can understand
more and produce one or two word answers. Students can: name, label,
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, TEFL Online Training Unit 5
group, list, categorize, count, sort, answer "yes" or "no", and answer with a
word or two. To promote growth teachers should: ask yes/no questions, ask
for one-word answers, use fill-in-the -blank exercises, expand on student
answers, expect mistakes that show developing acquisition.
9. Speech Emergence: Stage 3 of Language Acquisition.Students can produce
phrases and sentences. Students can: Retell, Define, Explain, Compare,
Summarize, Describe, Role-play, Restate, and Contrast. To promote growth
teachers should: provide input through reading, use games and problem-
solving activities, introduce writing exercises, use language familiar to
students, expect some basic errors in speech and writing.
10. Intermediate Fluency: Stage 4 of Language Acquisition. Students can create
longer passages of language, both written and verbal. Students can: Analyze,
Create, Defend, Debate, Predict, Evaluate, Justify, Support, Examine, and
Hypothesize. To promote growth teachers should: use activities that requiring
higher level thinking skills, help students develop academic and content
related language skills, expect some errors, especially in written work,
although communication will be fairly clear.
11. 9 Principles of TEFL: 1. Personalization, 2. Pace your activities, 3. Variety,
4. Interesting topics, 5. Collaboration, 6. Individualization, 7. Open-endedness, 8.
Setting up routines, 9. Enlarging the Circle.
12. Principle 1: Personalization: This principle of TEFL means providing as
many opportunities in which students can express their opinions, feelings, attitudes,
hopes, fears, dreams, likes and dislikes, etc..as possible within your lessons. Never
hesitate to get personal with your students. It is important that they feel related to
you as individuals, not just numbers on an attendance roster. Personalization
makes the learning process of assimilating new information, especially language,
much more effective and aids in memory through the use of one's own opinions or
interests. Examples: Hopes and Dreams presentations, create posters of personal
interest, or brainstorm and write about a person they most admire. Personalizing
questions is also an essential element of sustaining interest among your students
by asking them questions which are personally meaningful to them. Ask them, "Why
do YOU want to learn English," instead of, "Why is English important to learn?"
13. Principle 2: Pace your Activities: We should aim to carry out classroom
activities at the tempo and momentum most suitable to them. Running students
through an activity too fast, or letting activities drag on too long can ruin the process.
Drills should generally proceed briskly, while discussions involving thought and
reflection must move at a more leisurely pace.
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1. Language acquisition happens when::
1. Input is provided at the i+1 level,
2. The affective filter is lowered,
3. The monitor is not made too strong by an overemphasis on accuracy, and,
4. The natural order of acquisition is respected.
2. The i+1 Schema: In the i+1schema, "i" means interlanguage, the point on the
continuum between L1 and L2 that the student currently occupies. +1 means
that the input should be just a little more complex or difficult than the learner can
easily comprehend.
3. Affective filter: When a student in nervous or apprehensive in the language
class, a filter goes up that prevents the input from getting through. The teacher
can lower the affective filter by making the classroom a comfortable
environment for the student to take risks in using the language.
4. Monitor: The monitor is the part of the brain that checks language output for
accuracy. An overly strong monitor interferes with fluency because the learner
is too worried about getting the grammar, pronunciation etc. correct to focus on
meaning. Constant correction or focus on accuracy by the teacher strengthens
the monitor, inhibiting fluency.
5. Natural Order of Acquisition: Research shows that many elements of
grammar are acquired in a certain order regardless of when they are taught. For
example, the plural and possessive "s" endings are usually acquired before the
3rd person singular "s". Teachers can probably speed up the process of
acquisition but not change the order.
6. Four Stages of Acquisition:
1. Pre-Production.
2. Early Production.
3. Speech Emergence.
4. Intermediate Fluency.
7. Pre-Production: Stage 1 of Language Acquisition. Students have minimal
comprehension and cannot produce language yet. As comprehension
improves, students can: point, draw, respond with action, choose and act out
to show they understand. To promote growth Teachers should: use visual aids
and realia, modify speech, use activities with physical responses, and focus on
building vocabulary.
8. Early Production: Stage 2 of Language Acquisition.Students can understand
more and produce one or two word answers. Students can: name, label,
1/6
, TEFL Online Training Unit 5
group, list, categorize, count, sort, answer "yes" or "no", and answer with a
word or two. To promote growth teachers should: ask yes/no questions, ask
for one-word answers, use fill-in-the -blank exercises, expand on student
answers, expect mistakes that show developing acquisition.
9. Speech Emergence: Stage 3 of Language Acquisition.Students can produce
phrases and sentences. Students can: Retell, Define, Explain, Compare,
Summarize, Describe, Role-play, Restate, and Contrast. To promote growth
teachers should: provide input through reading, use games and problem-
solving activities, introduce writing exercises, use language familiar to
students, expect some basic errors in speech and writing.
10. Intermediate Fluency: Stage 4 of Language Acquisition. Students can create
longer passages of language, both written and verbal. Students can: Analyze,
Create, Defend, Debate, Predict, Evaluate, Justify, Support, Examine, and
Hypothesize. To promote growth teachers should: use activities that requiring
higher level thinking skills, help students develop academic and content
related language skills, expect some errors, especially in written work,
although communication will be fairly clear.
11. 9 Principles of TEFL: 1. Personalization, 2. Pace your activities, 3. Variety,
4. Interesting topics, 5. Collaboration, 6. Individualization, 7. Open-endedness, 8.
Setting up routines, 9. Enlarging the Circle.
12. Principle 1: Personalization: This principle of TEFL means providing as
many opportunities in which students can express their opinions, feelings, attitudes,
hopes, fears, dreams, likes and dislikes, etc..as possible within your lessons. Never
hesitate to get personal with your students. It is important that they feel related to
you as individuals, not just numbers on an attendance roster. Personalization
makes the learning process of assimilating new information, especially language,
much more effective and aids in memory through the use of one's own opinions or
interests. Examples: Hopes and Dreams presentations, create posters of personal
interest, or brainstorm and write about a person they most admire. Personalizing
questions is also an essential element of sustaining interest among your students
by asking them questions which are personally meaningful to them. Ask them, "Why
do YOU want to learn English," instead of, "Why is English important to learn?"
13. Principle 2: Pace your Activities: We should aim to carry out classroom
activities at the tempo and momentum most suitable to them. Running students
through an activity too fast, or letting activities drag on too long can ruin the process.
Drills should generally proceed briskly, while discussions involving thought and
reflection must move at a more leisurely pace.
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