Language Acquisition: The Interplay of Formal and Natural Contexts, Trabalhos de Linguística

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FP001 – APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT

PRACTICE ACTIVITY

Name and surname:

MAO

Group:

FP_TEFL_

Date:

September, 2023

INDEX

• Index..................................................................................................................................
• Practice Activity..................................................................................................................
• Task 1................................................................................................................................
• Task 2................................................................................................................................
• Task 3................................................................................................................................
• Task 4................................................................................................................................
• Bibliography......................................................................................................................

 Negotiation.  The effectiveness of the feedback stage in IRF.

TASK 1

The acquisition of a new language is often influenced by the learner's prior knowledge of at least one other language, typically their first language or mother tongue (L1). This existing linguistic foundation can serve as both a boon and a challenge in the process of acquiring the rules and structures of a new language. Positive transfer comes into play when elements or structures in both languages align, potentially leading to correct language production. This linguistic overlap, known as positive transfer, can be exemplified in various ways. For instance, Spanish speakers learning English may mistakenly say "Is raining" instead of "It is raining," omitting the subject of the sentence but still utilizing the correct verb structure. One prominent example of positive transfer lies in the realm of true cognates—words that share a striking similarity in spelling and meaning across languages. Individuals learning English as their second language can readily employ words such as "history - historia", “lemon - limón”, “vegetables - vegetales” and “elephant - elefante” which bear close resemblance to their Spanish counterparts. Further illustrating positive transfer, consider the sentence "I have a brother.” In this case, the grammatical structure mirrors that of Spanish, with nouns, verbs, and adjectives occupying the same positions in both languages. However, the discussion of language interference often centers on its negative manifestation, primarily as a source of errors known as negative transfer. Negative transfer occurs when speakers and writers in the process of learning a new language inappropriately apply items and structures from their L1 that do not align with those of the target language. For instance, the word "actually" can be perplexing for native Spanish speakers, as they may mistakenly interpret it as meaning "actualmente" (currently in English), “assist” can be understood as “watch” instead of “to attend”, leading to confusion. Another example of negative transfer is observed when Spanish speakers omit the word "it" in sentences such as "It is rainning, it is nice," instead saying "Is rainning, is nice." English native speakers delving into Spanish often grapple with the mistake of failing to conjugate verbs correctly in the simple present tense. Beginners, for instance, might erroneously say "yo hacer" instead of the correct form, "yo hago."

In summary, the influence of a learner's existing language knowledge, particularly their L1, can both aid and hinder the acquisition of a new language. While positive transfer can facilitate correct language production, negative transfer, often manifesting as errors, can pose challenges in the language learning journey. Recognizing these dynamics and patterns of transfer is crucial for educators and learners alike in navigating the complexities of language acquisition.

TASK 2

In most classrooms, a bustling scene unfolds before your eyes. A teacher orchestrates the learning environment, either presenting a lesson or guiding a discussion. Meanwhile, students engage in various activities: some collaborate in groups, others follow the task at hand, and a few may be engrossed in conversations with their peers. Classrooms are vibrant hubs of activity, and teachers must navigate this dynamic landscape, making choices about what to focus on and what to overlook. This complex endeavor is described in educational research as "teacher noticing." Teacher noticing encompasses two fundamental dimensions: the elements teachers choose to pay attention to and how they reason about what they observe (Funiber, 2019). Appendix 2.1, specifically extract 2, appears to offer a rich context for fostering teacher noticing. In this extract, students immerse themselves in sensory experiences, engaging with both text and images as they envision a future beyond their current confinement. Through dialogue, they explore their aspirations for freedom. This exercise prompts them to employ creative visualization techniques, imagining themselves on their last day of imprisonment. Importantly, it introduces the use of the "going to" structure in sentence formation, requiring students to build questions in both affirmative and negative forms, utilizing personal pronouns. While they are provided with some key vocabulary, the task challenges them to actively think and apply their knowledge to complete the exercise. Creativity is often associated with the act of conjuring something from nothing. However, creativity fundamentally begins with sensory input derived from sight, hearing, smell, taste, or touch. This sensory input forms the foundation of a mental database, comprising information, experiences, ideas, processes, relationships, interactions, images, sounds, and symbol systems. These elements serve as the raw materials for creative mental processing. Reflective awareness of sensory input and the power of visualization act as bridges between the external world and the inner realm of thought. Nurturing students' creativity is a multifaceted endeavor, one that presents both challenges and rewards. It proves most effective when seamlessly integrated across all

Natural Contexts: In contrast, natural contexts embrace the innate human capacity for learning, which begins from birth and extends throughout life. Natural learners set their own learning objectives, driven by personal needs, curiosity, and the desire to address challenges. They engage in tasks that align with their learning goals and actively seek feedback to monitor their progress and enhance their performance. In natural contexts, learning is not confined to the classroom; it permeates daily life experiences. Learners encounter language in real-world situations, allowing them to navigate authentic communication scenarios. This exposure provides valuable input that reinforces language acquisition. Input and Output: In both formal and natural contexts, the role of input and output is pivotal. Input, defined as the language data learners receive, includes teacher talk, processible language, and accessible language data. Teacher talk serves as a cornerstone of language input, fostering comprehension and communication in the classroom. Output, on the other hand, challenges learners to actively produce language that is precise, coherent, and context appropriate. By generating comprehensible messages, learners identify gaps in their language knowledge, motivating them to refine their interlanguage system. Interaction: Interaction transcends the boundaries of the classroom. It encompasses how students engage with one another, interact with teachers, navigate their learning environments, and utilize study materials. The nature of social interaction in language learning can vary widely among educational institutions. Each school has its unique perspective on what constitutes effective social interaction. Some emphasize collaborative learning and peer interaction, while others prioritize teacher-student engagement. Regardless of the approach, interaction plays a vital role in shaping the language learning experience, fostering communication skills, and facilitating a deeper understanding of the language. In conclusion, language learning is a multifaceted journey that unfolds within formal classroom contexts and natural contexts. Both settings offer distinct advantages and challenges, enriching the learning experience. The interplay between structured instruction and real-world immersion creates a holistic approach to language acquisition, allowing learners to develop language proficiency in diverse and meaningful ways.

TASK 4

The traditional Initiation-Response-Feedback (IRF) framework has long been a staple in classroom interactions. This structured exchange of information, where the teacher initiates, the learner responds, and the teacher provides feedback, has been both praised and criticized within the realm of second language acquisition (SLA). In this exploration, we delve into the multifaceted effects of IRF on SLA, particularly focusing on input, output, negotiation, and the effectiveness of the feedback stage. One of the primary aspects affected by IRF in SLA is the input learners receive and the subsequent output they produce. In an IRF exchange, the teacher's initiation serves as a crucial source of input. The questions posed by the teacher provide learners with structured language input that is often tailored to the lesson's objectives. For instance, consider the dialogue: Teacher: "How many brothers have you got?" Learner: "Three!" Teacher: "Oh, so you've got three brothers! That's a big family!" In this scenario, the teacher's question offers focused input related to family size. Learners are exposed to the question structure, vocabulary related to family relationships, and the appropriate response pattern. This structured input facilitates comprehension and encourages learners to formulate appropriate output. Output, in turn, is influenced by the learner's response within the IRF framework. Learners are prompted to produce language that aligns with the teacher's initiation. They strive to provide accurate and contextually relevant responses. This process reinforces language production skills and encourages learners to actively engage in the communicative exchange. IRF interactions can also foster negotiation of meaning, a critical component of SLA. While the framework may appear rigid, there is room for negotiation within each phase. Learners often seek clarification or elaboration in response to the teacher's initiation. For example: Teacher: "What did you do on the weekend?" Learner: "I go to the park." Teacher: "Oh, you went to the park. That sounds fun! What did you do there?" In this exchange, the teacher's feedback stage includes a follow-up question that encourages the learner to provide additional details about their weekend activities. This

BIBLIOGRAPHY

FUNIBER (2019). Approaches to Language in the Classroom Context. FUNIBER.