Kumar
Chapter three discusses the opportunities for maximizing learning. The author
states this as the first duty as a language teacher. Even though the amount of
learning that takes place depends on the students, it is the teacher’s job to “create
the conditions necessary for learning to take place” (Kumar 44). The learner
needs to use the conditions provided by the teacher in order to maximize their
learning. This chapter explains how teachers can create learning opportunities
inside and outside of the classroom. One of the suggestions for creating
learning opportunities inside the classroom is teacher questioning. Teachers
should ask types of questions that “trigger meaningful interaction” (Kumar 49).
I do something similar to this when I’m tutoring students in Spanish. When
explaining something, you need to ask questions that help guide the students
towards the correct answer. The chapter has examples of conversations where the
teacher asks questions that get all students involved in the conversation. For example,
episode 3.1 shows a conversation about the meaning of the word euthanasia.
Instead of the teacher explaining to the one student what it means, she asks
the other students. With the other students participating in the conversation
and the teacher guiding the discussion when necessary, the students reach a
definition of what euthanasia is. Overall I like this learning strategy but I think
it would work better in smaller classes since students are more willing to
participate when there are less people and all students are able to get
involved since there aren’t a lot of them. A way to create learning
opportunities outside of the classroom is to connect with the local community.
I think this is a great idea for L2 learners, especially if the TL naturally
exists in that community. It would give students a chance to use the L2 they’ve
been learning in the classroom while serving the community at the same time.
This strategy isn’t used as much as it should be in my opinion, probably because
it would take a lot of work to organize it.
Brown
chapter four looks at twelve overall principles of L2 learning which form the
core of an approach to language teaching. Some of the cognitive principles
listed, intrinsic motivation and strategic investment, we talked a lot about in
344 since they are important determinants for SLA and a learner’s ability to
master a second language depends on them. Language learners must be motivated
and invested in learning the language. Chapter 16 branches off of chapter four,
talking more about principle 5: strategic investment. The chapter looks at
strategic investment’s implication for teaching methodology. This part of
language teaching is known as standards-based instruction (SBI). SBI is about “how
your language classroom techniques can encourage, build, and sustain effective language-learning
strategies in your students” (Brown 258). SBI has its roots in the study of “good”
language learners. Successful learners were first identified and then observed
and questioned in order to determine the factors that contribute to their
success. The chapter discusses how it’s important for students to become independent
learners beyond the classroom. In order to do this they must identify their
strengths, weaknesses, and preferences. I feel that it is important for
learners to know how they learn but that it can be difficult for them to figure
their styles out by answering questions like the ones in figure 16.2: the learning
styles checklist. Whenever I had to rate how statements like these apply to me
or describe me, I never really put much effort into it. If students enjoy
learning the L2 they will easily be able to recognize what things work best for
them and maximize their learning.
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