What do we know about language learning?
Outside the context of any classroom, all children who are repeatedly exposed to a language will in normal circumstances learn it. They do this unconsciously - rather than as a form of study.
Most adults can learn a language without studying it, providing they are in the right kind of contact with it. Though they may have more trouble with pronunciation and grammar than younger learners, they may still be able to communicate fluently.
Children and adults who do acquire language successfully outside the classroom seem to share certain similarities in their learning experiences.
First of all, they are usually exposed to language which they more or less understand even if they can't produce the same language spontaneously themselves.
Secondly, they are motivated to learn the language in order to be able to communicate.
And finally, they have opportunities to use the language they are learning, thus giving themselves chances to flex their linguistic muscles - and check their own progress and abilities.
Babies and children get endless exposure to their first language coupled with emotional support. Adults living in a foreign country get continual exposure to the language at various different levels and can get help from the surrounding language speakers.
All these features of natural language acquisition can be difficult to replicate in the classroom, but there are elements which we should try to imitate.
What elements are necessary for successful language learning in classroom?
Classroom students don't usually get the same kind of exposure or encouragement as those who - at whatever age - are 'picking up' the language. But that does not mean they cannot learn a language if the right conditions apply. Like language learners outside schools, they will need to be motivated, be exposed to language, and given chances to use it. We can therefore say what elements need to be present in a language classroom to help students learn effectively. We will call these elements 'ESA,' three elements which will be present in all - or almost all - classes. They are:
Engage: this is the point in a teaching sequence where teachers try to arouse the students' interest, thus involving their emotions.
Study:
Study activities are those where the students are asked to focus in on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.
Students can study in a variety of different styles: the teacher can explain grammar, they can study language evidence to discover grammar for themselves, they can work in groups studying a reading text or vocabulary.
Activate: this element describes exercises and activities which are designed to get students using language as freely and communicatively as they can. The objective for the students is not to focus on language construction and/or practice specific bits of language (grammar patterns, particular vocabulary items or functions) but for them to use all and any language which may be appropriate for a given situation or topic. Thus,
Activate exercises offer students a chance to try out real language use with little or no restriction - a kind of rehearsal for real world.
These
ESA elements need to be present in most lessons or teaching sequences. Whether the main focus of the lesson is a piece of grammar (in which case there will be opportunities for
Study and
Activation), or whether the focus is on reading (where there may be a lot of
Activation of language knowledge in the processing of the text, but where, at some stage, the students will also
Study the construction of that text or the use of some language within it), students always need to be
Engaged, if possible, so that they can get the maximum out of the learning experience. Most students will want to have
Studied some aspect of language, however small or of short duration, during a lesson period.