1. Chapter 4

2. Q: Language acquisition vs. learning? (pp.46-47)

3. Q: What are the characteristics of parents’ talk? (p.46)

4. The input hypothesis
Input "i+1“ ("i" : the learner's interlanguage, "+1" : the next stage of language acquisition)
The acquisition–learning hypothesis
Improvement in language ability is only dependent upon acquisition (a purely subconscious process) and never on learning(a conscious process).
The monitor hypothesis
Consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech.
The natural order hypothesis
Language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction.
The affective filter hypothesis
Learners' ability to acquire language is constrained if they are experiencing negative emotions (when the affective filter goes up). (Krashen 1982)

5. Q: What are the differences between children acquiring L1 and you learning L2 in a classroom? (pp.47-48)

6. What are the problems we have in English education in Korea?
Discussion topic
What are the problems we have in English education in Korea?

7. Grammar Translation Method
“What is taught is learned”
Medium of instruction: mother tongue
Emphasis on reading & writing

8. Audiolingual Method
Speaking and listening competence preceded reading and writing competence.
Use of L1 is highly discouraged in the classroom.
The development of language skills is a matter of habit formulation.
Students practice structured patterns of language through structured dialogues and repetitive drills until response is automatic.
The emphasis is on having students produce error free utterances.

9. Communicative Competence
Grammatical competence: words and rules
What words do I use? How do I put them into phrases and sentences?
Sociolinguistic competence: appropriateness
Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to?
Strategic competence: appropriate use of communication strategies
How can I express my ideas if I don’t know the name of something or the right verb form to use?
Discourse competence (Canale,1983) Cohesion/ Coherence
How are words, phrases and sentences put together to create conversations, speeches, messages, newspaper articles?

10. In an ideal Communicative Language Teaching…
Classroom goals are focused on all of the components of communicative competence.
Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
Fluency and accuracy are seen as complementary principles underlying communicative techniques.
Students ultimately have to use the language, productively and receptively

11. Usage vs. use
Usage
the ability to produce correct sentences, or manifestations of the linguistic system.
Use
the ability to use the knowledge of the rules for effective communication.

12. Task-Based Language Teaching Language learning is believed to depend on immersing students not merely in “comprehensible input” but in tasks that require them to negotiate meaning and engage in naturalistic and meaningful communication.

13. Activities and tasks can be either:
those that learners might need to achieve in real life:
those that have a pedagogical purpose specific to the classroom.
Information-gap activity
Opinion-gap activity
Reasoning-gap activity
Project work

14. Q: What are the problems we have in English education in Korea?