TOPIC 1 - Languages learning theories (27/09)

Before starting a didactic unit, we must have into account all this documents (based in Spanish laws):

• Constitución
• LOMCE
• Real Decreto del currículum básico para Ed. Primaria
• Orden de ECD/686/2014
• La orden de gestión de alumnado con necesidades educativas especiales
• Marco Común Europeo y para todas las enseñanzas
• Documento relativo a las competencias (2015).
• Proyecto educativo de centro (con plan de lectura y escritura y el proyecto lingüístico de centro).

Summary of terms:

• EFL: English as a Foreign Language.
• ESL: English as a Second Language. It is completely different with the foreign language.
• TEFL: teaching English as a foreign language.
• TESL: teaching English as a second language.
• TESOL: teaching English to Speakers of other language.

Here we have two theories about learning a foreing language: 

1. Learning vs. acquisition

Krashen: is one of the most important theories about second language acquisition since 1980. It is based in five hypothesis:

• The Acquisition-Learning hypothesis. There are two independent systems of second language: “the acquired system” and “the learned system”.
• The Monitor hypothesis. It explains the relationship between acquisition and learning and defines the influence of the latter on the former.
• The Input hypothesis. It explains how the learner acquires a second language.
• The Natural Order hypothesis. It is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable,
• The Affective Filter hypothesis. It says that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. 

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." 

Stephen Krashen

      2. Grammar-translation method (…-XX):

It was for the very beginning the method for learning a language. In fact, it is a method derived from the classical method of teaching Greek and Latin. In this kind of classes, students learn grammatical rules and then apply those rules by translating. This method has been rejected by schools and has no theoretical bases.

So which is the best method? The one that meet the interests of the students.

In primary Education, which method should be applied? Following the guideline of the administration. The methodology is the same that the one in LOE, but with the LOMCE it has a communicative function.

Main objectives in language learning:

• Reading and writing. The administration suggest the use of communication.
• Grammar structures and translation. “Are you for or against translation?” it is not the same. Translation means a high level of both languages. Our students may not have a good level in Spanish or in English. So it should not be taught in primary education.
• Study of morphology and syntax. Is the learning of this kind of structures necessary for a child in primary? Of course, no, they do not have any knowledge of syntax or about structures. It could be of great help in other situations, but it is more important to stablish the oral competency in the class instead of the writing, what is the expected from a child.
• Memorization of grammar rules and long list of vocabulary items.
• Teacher-centered.
• Textbooks are fundamental. It is the traditional method used by most of the English teachers. Why do you think a child do not pronounce English words in the right way? Because the teacher does not pronounce them in the right form. The student should not be presented any writing or reading before they see the written word.

Schütz, Ricardo. "Stephen Krashen's Theory of Second Language Acquisition." English Made in Brazil <http://www.sk.com.br/sk-krash.html>. Online. 30 de septiembre de 2016.