In this way the teacher would be providing students with the opportunities to acquire language naturally rather than in a forced classroom environment. In this activity the student can use the monitor in order to analyze and correct the mistakes before hand and it is the teacher role to produce Optimal Monitor users, who "use the Monitor when it is appropriate and when it does not interfere with communication." They do not use their conscious knowledge of grammar in normal conversation, but will use it in writing and planned speech. (Krashen & Terrell, 1983; Terrell et al, 1997)
Acquisition is another element important to mention according to Krashen. In order to acquire, two conditions are necessary. The first is comprehensible input containing i+1 ( structures a bit beyond the acquirers current level) and second, a low or weak affective filter to allow the input 'in'."
Regarding to the affective filter it is deduced that the author emphasizes motivation taking into account the students personal likes and interests and also through activities that involve themselves as follow-up activities.
The role of the teacher is to provide comprehensible input and it is shown in the article when the teacher presents the chart in the target language and later in the proposed activity that give the students the chance to use the charts and tables with their own personal information producing a friendly learning atmosphere in the classroom.
The learner has a receptive role in the first activity. They can not decide what to put in the chart. In follow up questions the teacher provides guidelines to carry out the activity. So the role of the students is to receive comprehensible input and process it to comprehend it.
2. Can you see evidence of any other method in the activity?
There is evidence of other methods in this activity that will be described in detail..
With personal charts the teacher pre View More »