The importance of students’ output in foreign language learn

4- THEORETICAL FRAMEWORK III

4- THEORETICAL FRAMEWORK I

MOTIVATION AND OUTPUT (Lawtie, 2004)

- Motivation: avoid students lose motivation and interest in learning.

- The importance of talking for communication

PEDAGOGICAL TENDENCIES

- Traditional method focuses on learning the grammar rules, on the translation and on repetition

- Direct method: the student should be placed in constant contact with the target language.

- Audio-lingual method: the first thing the student has to learn is to talk and listen.

- Audio-visual method gives priority to oral output, while not neglecting the written language.

- Communicative approach: functional approach focusing on communication, in the use of language as a social practice.

4- THEORETICAL FRAMEWORK II

3- OBJECTIVES

4- THEORETICAL FRAMEWORK IV

5- METHODOLOGY

THE ROLE OF THE OUTPUT IN SECOND LANGUAGE LEARNING

- Krashen "Input Hypothesis": the output only provides more input to the learner.

- Swain "Comprehensible Output Hypothesis": the input is important but speaking is learned by speaking. "The learner needs the opportunity to use language resources significantly for both fluency and accuracy".

- Izumi & Bigelow "Output input enhancement": subjects who perform output-input activities show an increase of learning, compared to those who are exposed to the same input for the sole purpose of understanding.

- Long "The interaction hypothesis": the development of linguistic competence is promoted by face-to-face interaction and communication.

STRATEGIES TO ELICIT THE ORAL OUTPUT

Rodriguez, 2014

- By games

- Make fun plans and break the daily monotony

Fernández, 2008

- Create a pleasant atmosphere in the classroom

- Learning a language takes time, effort; help students keep motivated to reach their goals.

- Learn more about the importance of output in second language learning and analyze its treatment in schools of the Basque Country.

- Analyze how output is worked in the classroom: strategies teachers use to elicit it.

Data collection: semi-open surveys to three English teachers from primary education.

Teachers are questioned about their views and beliefs about English teaching, the methodology and the techniques they use to teach English, and about the elicitation of students´ output.

The sample was expected to have five surveyed, but only three teachers have answered the survey.

6- RESULTS / DISCUSSION

7- Conclusions

2- JUSTIFICATION

6- RESULTS / DISCUSSION

1- INTRODUCTION

- Participant 1: at the end of the class asks students to make a comment about the lesson just finished.

"Instead of giving topics for discussion, what is important to do is to facilitate conversational situations."

- Participant 2 creates with his students a dictionary with words appeared in class.

- Participant 3 takes advantage of daily news to choose discussion topics. He tries to bring real life material to the classroom.

Participants agree on the importance of the conversation in the process. As Michael Long (1980) stated, conversation is not only a means of practice, but also the means by which learning takes place.

English is the most spoken language as first or second language.

The methodology of foreign language teaching has changed over the years.

"A language should always be a means of communication and not a simple school subject."

"The fact of using a language makes the students aware of the usefulness of what they are learning in class."

- Foreign language teachers are aware of the relevance of output in the process of second language learning due to the communicative value it has, as well as for its impact on students’ motivation.

- Students have to be the protagonists of the process, because the process of language learning is an active process, so it is clear that without the involvement of students, there will be no output and therefore, there will be no learning.

- Regarding strategies there is no standard model, because there are many ways to work on the output. However, a valid strategy should facilitate communicative situations, taking into account the situation surrounding the learning process, and all subjects taking part on it: students, teachers…

This is a research study about the importance of output in second language learning.

The purpose is to analyze the status of output in language teaching and to investigate how the output is worked in English classes

The output is the evidence of what has been learned and the main purpose of the second language learning process. Krashen (1985) stated: the output evidences the input learned.

The three surveyed say that the importance of oral production lies in humans´ need to communicate. Lawtie (2004)

There is close relationship between speaking and students´ motivation. Lawtie (2004)

Students must have time to speak English. Swain (1985) and Long (1996).

To encourage students´ output students should be confident with the new language and with the environment that surrounds it. Fernández, 2008

INDEX

1- INTRODUCTION

2- JUSTIFICATION

3- OBJECTIVES

4- THEORETICAL FRAMEWORK

5- METHODOLOGY

6- RESULTS / DISCUSSION

7- CONCLUSIONS

Thank you

The importance of students’ output in foreign language learning: Strategies to elicit it

Atzerriko hizkuntza gradurako egokitze kurtsoa

GBL

Kepa Alvarez

2014/09/11