eliciting effectiveness in language learning

8/13/2019 Eliciting Effectiveness in Language Learning

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Eliciting Effectiveness in Language Learning

Como lograr efectividad en la enseanza-aprendizaje del idioma Ingls.

Ignacio Lpez Corra 1

1- Licenciado en Educacin Especialidad de Ingls !rofesor "sistente #pto. de

Ingls $acultad de Ciencias %dicas &olgun Cu'a.

1- (ulio )uevedo *o +1 "ltos , $rancisco onzlez / Carralero 0pto. anfield

&olgun 2elef. 343115 E-mail nac6o7cristal.6lg.sld.cu

0esumen8

Este tra'ajo est dirigido al anlisis de las causas de la poca efectividad en el

aprendizaje de lenguas e9tranjeras :Ingls; / recoge recomendaciones /

sugerencias para lograr ma/or productividad en el uso del idioma. e le da un

gran nfasis a la fase de produccin del contenido / a la participacin activa de los

alumnos en el proceso de aprendizaje. 2rata so're un comportamiento li're /

espontneo de los alumnos durante la clase. e insiste en las posi'ilidades


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t6e ?a/ for free spea=ing as ?ell as t6e students> role in t6e development of t6e

language lesson.

@e/ ?ords8 students teac6ers teac6ing learning effectiveness fluenc/ e9ercise

productive interaction

1- Introduction

$or man/ /ears teac6ers 6ave 'een tr/ing to find t6e 'est procedures for teac6ing

properl/. %an/ different e9ercises 6ave 'een designed t6roug6out t6e ?orld '/

e9perts to en6ance a suita'le Englis6 language production on t6e studentsA part

and lots of met6odological tec6ni


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ideas etc. &utc6inson and aters- :1FFF; state t6at learning is an internal

process ?6ic6 is crucial dependant upon t6e =no?ledge t6e learners alread/ 6ave

and t6eir a'ilit/ and motivation to use it. Learning is a process of negotiation

'et?een individuals and societ/.

tudentsA interactions can pla/ t6e role of conducting students to?ards practice

and production ?6ere students can use language freel/ to e9press out ideas dail/

routines points of vie? arguments offer information or e9planations. It is to sa/

t6at students s6ould 'e involved in an active process ?6ere t6e/ can

spontaneousl/ e9press creativit/ independence and leaders6ip in learning.

tudents need to 'e led to language ac


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information. 26ese students do not develop logical t6in=ing. 26e/ do not do

intellectual effort.

ome teac6ers t6in= t6at presentation and practice stages decide t6e learning

process t6at t6e students s6ould ta=e part in a variet/ of e9ercises - controlled-

related to t6e ne? contents. 26e/ find t6at t6is is t6e =e/ for language ac


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t6eir responsi'ilit/ to tr/ to use language most of t6e time in class. 26ere are some

students t6at li=e to 'e receptors to 'e passive to 'e recipients. 26e/ come to

class just to listen to get information. 26e/ t6in= t6at ?6en t6e/ are 6aving an

Englis6 lesson t6e/ are 6aving a lecture to increase t6eir =no?ledge. 26e/ are not

a?are of t6e need of spea=ing all t6e time. "nd t6e teac6ers are t6e responsi'le of

t6is misconception 'ecause ?e 6ave tried to 'e too e9plicit and 6ave forgotten t6e

role of t6e learner t6at is to 'e involved in listening and spea=ing all t6e time.

6en our learners come to class and do not sa/ an/t6ing t6e/ learn not6ing. "nd

t6ere are :man/; students t6at most often attend lessons ?6ere t6e/ do not spea=

or ?rite. 26e/ just listen or read passivel/ and as t6e/ realize t6e/ do not learn

muc6 t6e/ get discouraged and sometimes t6e/ do not pa/ muc6 attention to ?6at

t6e teac6er is sa/ing. 26at is ?6/ I confirm t6e need of giving possi'ilities to t6e

learners to ma=e use of t6e language as muc6 as possi'le. tudents s6ould 'e

given opportunities and time to t6in= '/ t6emselves to do t6eir o?n e9ercises to

find information on t6eir o?n or do t6eir 'est to learn. It does not matter ?6at stage

t6e/ are dealing ?it6D ?6at matter is designing proper activities for eac6 of t6e

stages and according to t6e students needs. 26e e9ercises s6ould 'e graded

progressivel/ according to t6e studentsH s=ills t6e lesson t6e unit and t6e period

of t6e term or t6e course.

- Conclusion

It 6as 'een found t6at involving all t6e students in productive activities since t6e

'eginning of t6e lesson it is muc6 more successful t6an e9ercising at specific

stages of t6e learning process. Ever/ language activit/ t6at is designed for /our

class s6ould 'e follo?ed '/ productive e9ercises ?6ere t6e students are given t6e

possi'ilit/ of using t6e language communicativel/.

If /ou are dealing ?it6 listening activit/ it is important t6at /ou pave t6e ?a/ for

spea=ing in group?or= at t6e end of it. If /our students are learning 6o? to find

information from a ?ritten te9t t6e/ s6ould 'e given t6e c6ance to e9press out

t6eir ideas or opinions orall/ or ?ritten ?6en t6e/ 6ave just finis6ed reading ?6ic6

ma/ 'e done in class discussion or gruop?or=. Li=e?ise if /our students are

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developing t6e ?riting s=ill it seems to 'e ver/ effective t6at /ou organize /our

students to comment a'out ?6at t6e/ 6ave just ?ritten. "s /ou 6ave realized t6e

language s=ills s6ould 'e integrated in a ?a/ t6at learners can use language

communicativel/ and naturall/ resem'ling real life situations.

26e results li=el/ to o'tain assigning productive e9ercises for developing all t6e

language s=ills are note?ort6/ if /ou are in t6e searc6 of an active participation of

all /our students t6roug6out all t6e activities during t6e ?6ole teac6ing-learning

process.

0eferences

1- G/rne #. :1F+F; 2eac6ing Jral Englis6. Longman.

5- Gro?n and (ule :1F++;. 2eac6ing t6e po=en Language. "n approac6 'ased

on t6e anal/sis of conversational Englis6. Longman.

- &utc6inson and aters :1FFF;. Englis6 for pecific !urposes. " learning

centered approac6. Cam'ridge Kniversit/ !ress.

3- 0udder %. :1FFF;. Eliciting tudent 2al=. Englis6 2eac6ing $orum. Mol. +

*o 5 1FFF pp. 53-5

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eliciting effectiveness in language learning

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