Language , learning and teaching

(taken from H.D. Brown (2005) Principles of language learning and teaching, Chapter I) Learning a second language is a long and complex undertaking, in which your whole person is affected as you struggle to reach a new language, culture, new way of thinking, feeling. Total commitment is necessary to succesfully communicate in a second language, which involves a total physical, intellectual and emotional response. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. In this sense, teaching a second or foreign language should be looked as a process that facilitates learning, which can be successful if, among other things, you know something about the intricate web of variables that affect how and why one learns a second or foreign language. We must then first try to define and delimite three fundamental terms: language, learning and teaching. Language Suppose you were stopped by a reporter on the street and, in the course of an interview, you were asked: Well, since youre interested in second language acquisition, please define language in a sentence or two. You could offer a typical dictionary-type definition, or an oversimplified answer such as systematic communication by vocal symbols. Brown offers a composite definition of language which involves a number of other definitions: Language is systematic and generative a set of arbitrary vocal/ visual symbols, with conventionalized meanings used for communication within a speech community or culture human, though not limited to humans acquired by all people in much the same way (universal characteristics) The language teacher needs to know something about this system of communication. Can foreign language teachers effectively teach a language if they do not know, even in general, something about the relationship between language and the mind, writing systems, first language acquisition, and more? If the second language learner is being asked to be successful in acquiring such a complex system, isnt it reasonable that the teacher have awareness of what the components

of that system are? All in all, our understanding of the components of language determines to a large extent how you teach language. Learning and Teaching If we consider traditional definitions of learning, we may find that learning is acquiring or getting of knowledge of a subject or a skill by study, experience or instruction. Or a more specialized definition such as learning is a relatively permanent change in a behavioural tendency and is the result of reinforced practice. Similarly, teaching, which is implied in the first definiton of learning, may be defined as showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. Yet, the following components can be extrated from different definitions of learning: Learning is acquisition or getting retention of information or skills implies storage systems, memory active, conscious focus relatively permanent but subject to forgetting involves some form of practice, perhaps reinforced practice a change in behaviour Teaching, on the other hand, cannot be defined apart from learning. Teaching is guiding and facilitating learning enabling learners to learn setting the conditions for learning Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques.If you look at learning as a process of operant conditioning and reinforcement, you will include lots of repetition and drills in your teaching. If you view learning as a deductive rather then inductive process, you will probably choose to present rules and patterns to your students rather than let them discover those rules by themselves.