Hipotesis Krasher en la enseñanza del ESL & ESF

Activity of English

Teacher:

Nohora Porras

Student:

Lina Conde

Universidad Cooperativa de Colombia

Lic. Lengua Castellana e Ingles

Bucaramanga

2016

WORKSHOP

1. Analize krasher’s hypothesis about language acquisition and explain how they can be applied in a ESL/EFL
2. Write a short text about different activities that we can use for teach English
3. Explain the difference between ESL/EFL.

1. In the learning of a second language or a foreign language the students can develop their linguistic skills through the "acquisition" and "learning"  it must take into account the informal education which aims at the development of the "acquisition". with this end, the language is used as a simple means for the realization of tasks, and the professor is no longer the knower of the language, but the yes the organizer of the activity.  also be taken into account the formal education it has as its objective the development of the "learning". This teaching is based on linguistic descriptions, whether structural or functional, which are presented in an orderly manner to the students.

Certain aptituds, such as the ability of grammatical analysis, facilitate "learning" of a language (measured with grammatical evidence). And certain attitudes, such as confidence in one's self, facilitate the "acquisition" of a language (measured with communicative tests). Tasks or activities must always be adapted according to the needs of students, for this is important take the following steps:

• Introduction: as evaluations or diagnostic tests
• climax: as assessments, class activities, group activities and games or leisure.
• outcome: evaluations, tests and assessments through didactic.

Between these activities must be considered the natural order  hypothesis, because there are several variations in terms of the student, there are individual variations. The acquisition is what allows the fluidity. Learning conscious is not responsible for the fluidity. It should be borne in mind as a teacher:

• The time given to the student for that is expressed or try to produce speech acts in the language that is acquiring or learning.
• Approach to the question of how to use rules aware. It is not enough to have enough time. The student of a second language need to be focusing toward the form of its production, or express themselves properly.
• Know the rules. This condition is quite formidable, as the best linguists know no more that a few rules of some languages of the world. Much less will know the teachers and students.

Now is mentioned the comprehensible input hypothesis, this refers to everything that the student receives in the process of learning or acquisition of the second language or a foreign language, indicates that new structures are acquired not to focusing on them but to understand messages that contain these new structures. This hypothesis also postulates that speech is not taught directly. Rather, the fluidity of speech emerges by itself when it comes his time. The best way to "teach" speech, according to this perspective, is to simply provide understandable information; students will receive understandable data structures a bit beyond that already know if they're in situations where there are genuine communication, and in these situations the structure will be provide constantilly and it will be reviewed automatically. This hypothesis has a period of silence that is where the student acquires and analyzes everything he hears and sees, to later produce acts of speech and writings.

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