FACULTY OF ARTS AND HUMANITIES

ENGLISH-CROATIAN

ASSUMPTION PAPER

EXTERNAL FACTORS INFLUENCING FL LEARNING

Why is exposure to Foreign Language outside the classroom important?

Professor:Izabela Danki, Ph.D.

Student:Maja Bakula

Mostar, 2015

EXTERNAL FACTORS INFLUENCING FL LEARNING

Why is exposure to Foreign Language outside the classroom

important?

English can be referred to as a global language since it has become an international

language used all around the world. Sources where English can be found are TV, radio, the
Internet; or generally-the media. Many words and expressions in English have already found
their place in domestic languages of many countries. Such words are: facebook, smiley, selfie,
image, styling, etc. Whether we like it or not, English has become an overpowering of all
languages, and is used by reporters, actors, sportsmen, teachers, doctors; all kinds of
professions and all kinds of nations.
It is a common fact that learning and teaching inside of a traditional classroom is a verified
way to knowledge in the educational system. Although, respected teachers and hard-working
students appreciate learning and teaching opportunities outside the classroom. These can be
found in different centers, museums, art galleries, at different events, such as concerts, sport
matches, presentations, etc.
Besides the search for knowledgeand the adaptation of new experiences, the exposure to a
foreign language outside of the classroom has its motivational aspect. It can have a quite
positive effect on the learners who are hard to motivate in regular teaching/learning
conditions. This kind of approach can also help learners facing underachievement.
However, there are some criteria that need to be fulfilled in order that learning/teaching
outside the classroom become successful:

It can contribute to social, personal and also emotional development of learners if it is

correctly planned and organized

It has to be closely connected to the corresponding curriculum and learning/teaching

activities

Learning and teaching goals should be determined as precisely as possible, so they

would not come out of the focus during the process

Educational institutions should find ways of financing the trips and visits, without
putting too much pressure on the parents, and learners themselves

The institutions should also take care of health and safety of the learners, as well as the
teachers

Educational institutions should also intensify learning and teaching outside the
classrooms by making specific regulations

They should also control and improve the quality of teaching and learning outside of
the classrooms

Institutions need to extend the school program, enabling enough working hours
outside the normal schedule

Although, exposure to a foreign language can have a negative effect on learners, due to slang,
informal language usage in casual situations, abbreviations, etc. But, the most important thing
is redirect learners from these wrong paths to correct ways of learning outside the classroom.
Further on, learning outside the classroom should be exciting, refreshing, practical,
motivating, fun, and more over, useful. And, on the plus side, in these kinds of situations, the
teacher becomes less dominant, which means that learners become more involved.

Why is the place/space/setting important?

These depend on the theme/topic/lesson. For example, if learners learn about different
countries, cultures, and languages, they can go and visit a travelling agency where they can
get more information. If they learn about historic icons, figures and kings, emperors, etc., they
can visit a museum.
This kind of exposure enables learners to SEE rather than LISTEN; to LEARN, but also to
HAVE FUN; to LEARN by DOING.

At a site about the professional resource for teachers and parents there is an article about the
importance of the OUTDOOR PLAY. It says:

The outdoors has something more to offer than just physical benefits. Cognitive and social/emotional
development is impacted, too. Outside, children are more likely to invent games. As they do, they're
able to express themselves and learn about the world in their own way. They feel safe and in control,
which promotes autonomy, decision-making, and organizational skills. Inventing rules for games (as
preschoolers like to do) promotes an understanding of why rules are necessary. Although the children
are only playing to have fun, they are learning:

communication skills and vocabulary (as they invent, modify, and enforce rules)

number relationships (as they keep score and count)

social customs (as they learn to play together and cooperate)1

Times have change; in the past, learners were spending more time outdoors, and became
interested in the technology computers, Internet, etc. Nowadays, people in general do not
spend time outdoors like they used to. They are in a rush, using computers, Internet, phones,
e-mails, text messages, watching TV, all on a daily basis.
1 SOURCE: http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=275
4

When learners change the environment, the setting, move away from the classroom, it has a
positive effect. Their motivation increases, they pay more attention, they become relaxed and
absorb new knowledge and experiences easily.

How learners behave related to outdoor learning?

Teachers realize that learners behavior could be a problematic issue when it comes to
learning outside the classroom. Some of them punish bad behavior of learners by prohibiting
further visits and trips, while others notice that this kind of learning can help learners to
overcome problematic and risky behavior. Learners support this view, and should become
interested and motivated while included in challenging and well organized activities.
For example, teachers should include ALL learners in the activities, not only those with better
results during examination and evaluation. Even though these learners do not show satisfying
results, they should not be excluded, since this could backfire, causing even worse behavior.

At a site about dealing with children and understanding them, there are some pieces of
advice about how to react when children do not behave well.
Here are some of them:

Get his attention and eye contact before giving directions

Show him what you want him to do
Make a picture chart or list to serve as a reminder. Ask him to explain directions or show
you what he is supposed to do before he gets started
Reduce the amount of talking (lecturing) you do to him2

2SOURCE:http://www.greatschools.org/gk/articles/dealing-with-frustrating-behavior/
5

Teachers could use these tips that could help them deal with younger learners with
problematic behavior, or, they could deal with each learner in a different way, since teachers
are the ones who work with learners on daily basis. Teachers are the key element for
successful learning outside the classroom. Those with not enough experience can look up to
those who have already mastered dealing with all kinds of different behavior.

Coordination of indoor and outdoor activities

This kind of coordination should be clearly determined by the curriculum, so that teachers, as
well as learners, do not get confused, work without results, and in general, loose time.
Activities can be organized in such a way that learners independently choose indoor or
outdoor activity, even though this kind of organization would be better used with older
learners. It would confuse younger learners. Their activities should be guided most of the
time. Here, teachers have a very important role, since they know their learners best, and,
accordingly they should balance out the activities. Again, it is important to mention space, as
well. Some education buildings do not have an easy accessible outdoor area, which means the
activities require more organization effort. Furthermore, the Government and the Ministry of
Education should make these kinds of activities possible, or at least help educational
institutions with the organization. This makes it easier for learners, as well as parents.
In this context, the classical classroom becomes just a room; the activities can take place in
any other space: museum, theatre, at the cinema, sports field, etc. But, coordinating activities
is the most important; neither of them should jeopardize others. Too much of each can only
make harm in the educational process. So, it is important to plan ahead and plan thoroughly.
In this way, teachers, as well as learners make most of it.

Evaluation of learning outside the classroom

Learning outside the classroom should be analyzed in detail so we could see how successful it
was, or was not. Which criteria will be used depends mostly of the teachers. They are the ones
who spend time with the learners, so they should know best how and why they will conduct
the evaluation on learning outside the classroom.
As far younger learners are concerned, the criteria should not be strict, so they do not limit
learners motivation, creativity, involvement and interest in the activities. As for older
learners, criteria can change and be stricter. Again, it is mostly up to teachers and the
Government.

CONCLUSION

In professor Petrovis book, it says: Izloenoststranomjeziku u sklopunastaveveoma je

ograniena. Stoga je svakaizloenost tom jezikuizvannastavevanazanapredovanje u uenju.3
The Educational System, the Government, teachers, and all included should work together
and find some solutions, which would help solving this kind of problem. For example, they
could find some native speakers, who would come and visit the learners, they could organize
trips to institutions where the foreign language is used in writing and speaking, or they can
combine tasks by using videos without the translation, hearing tasks, conversational tasks, etc.
Learners rarely get the chance to practice their knowledge, and usually they get to practice it
by chance, on the Internet, social networks, and places outside the actual educational
institution.
And, finally, why would anyone want to learn another language except their own? In his
article, TzachiGanor writes learning a foreign language takes time and dedication. He quoted
TomGarrigue Masaryk:
The more languages you know, the more you are human.4

In his article, he brings out reasons why should one learn a language: because of moving to
different countries, family, friends, work, study or research, different cultures, etc. These are
the fields where a foreign language can come in handy. So, why shouldnt all learners get a
chance to improve their knowledge, to upgrade their lifestyle, to get better jobs, and to make
progress in other fields? It needs to be done. And learning a foreign language is a great start.

3Petrovi, Elvira, Teorija nastave stranih jezika, kolska knjiga, Zagreb, 1988,page 20
4SOURCE: articlebyTzachiGanor Whyshould I learn a language? https://www.scribd.com/doc/243719622/Studying-a-Foreign-Language#download
8

REFERENCES

1. Petrovi, Elvira, Teorijanastavestranihjezika, kolskaknjiga, Zagreb, 1988

2. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=275

3. http://www.greatschools.org/gk/articles/dealing-with-frustrating-behavior/

4. https://www.scribd.com/doc/243719622/Studying-a-Foreign-Language#download