Effective Language Learning Methods and Classroom Analysis

Total Physical Response (TPR)

TPR stands for Total Physical Response. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language, and students respond with whole-body actions. Therefore, grammar isn't taught explicitly but can be learned from the language input. TPR is a good way to learn vocabulary, especially idiomatic terms. For example: "Put your hands up."

Content and Language Integrated Learning (CLIL)

CLIL stands for Content and Language Integrated Learning. It consists of learning content through an additional language, by teaching both the subject and the language. The idea is to use the language as the medium of instruction. It provides exposure to the language without requiring extra time in the curriculum.

Krashen's Hypotheses

1. The Acquisition-Learning Hypothesis: Language acquisition is a subconscious process similar to that which children undergo with their first language. It is focused on the meaning of messages, not on the form of the language.
2. The Monitor Hypothesis: The teacher will be a perfect model for children to follow. Children need a teacher's voice to produce correct language. Then, if children make a mistake, the teacher will give feedback of the correct form.
3. The Natural Order Hypothesis: Languages have a natural order, with some structures coming more quickly than others. The important thing is that children speak, even with mistakes, and gradually they will improve.
4. The Input Hypothesis: Children progress along naturally as they receive second language input that is one step further than the level they have now.
5. The Affective Filter Hypothesis: Students can have a mental block if they don't have motivation. So, teachers have to prepare interesting material for them and not shame children for errors.
6. The Reading Hypothesis: The more you read, the greater your vocabulary will be. So it's important to introduce real-life contexts to increase knowledge of the language.

Classroom and Lesson Analysis

Analysis of the Group

• Age
• Number of students
• Level of English
• Prior knowledge (grammar, vocabulary, phonetics, expression)
• Conditions of the children

Conditions of the Classroom

• Classroom layout
• Mobility
• Materials (corners)
• Devices

Analysis of the Lesson

• Reason
• Timing
• Aims (to)
• Content:
  • Conceptual content (what): vocabulary, grammar, phonetics, expression
  • Procedural content (how) (ing): listening, reading, speaking, writing, body skills, manual skills
  • Attitudinal content (ing)
• Methodology (CLIL)
• Activity (TPR):
  • Title
  • Methodology
  • Explanation
  • Material
  • Time
  • Aims (to)
  • Skills (ing)