NAME : ESPIRITU, MARICEL P.

TIME: 2:30-3:30 CODE:0617

Mga Gawain sa Unang Linggo
Sukatin (Let’s Check!)
Activity 1
1. FALSE
2. TRUE
3. TRUE
4. TRUE
5. TRUE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. FALSE
Activity 2

1. Grammatical competence
2. Sociolinguistic competence
3. Grammatical competence
4. Strategic competence
5. Discourse (Rhetorical competence)
6. Sociolinguistic competence
7. Sociolinguistic competence
8. Discourse (Textual competence)
9. Discourse (rhetorical competence)
10. Grammatical competence
Activity 3
1. Second language refers to any language learned in addition to a
person’s first language; although the concept is second language
acquisition. Second language acquisition is a process by which people
learn a second language it also the scientific discipline devoted to
studying that process. The field of second-language acquisition is a sub
discipline of applied linguistic, but also receives research attention from
a variety of other discipline.
In addition, it can heighten the capacity of the learners to cognize
their lesson better and help them to ameliorate their communications
with other culture.
2. English as second language is acquired by native learners through
the help of their first language L1. The language that we use at home
has a huge part in learning the second language because it gives
learners prior knowledge to learned about the second language. In
learning and teaching, learners/teacher need to use L1 to understand
more deeply the second language and they can also easily to express
their ideas. For example, many of the Filipinos are using native language
infused with English in daily lives as their mode of communications,
Furthermore, the language that teacher used in their teaching has a big
part of the learner’s learning because it can help students to inspired to
use L2.
3. Teaching with concrete strategies can help students learned more
about the lessons even the students have different language to use in
learning. If I will be teaching a second language to a group of school
aged learners with different first language backgrounds, I could use
authentic materials for matching activities in which students can easily to
understand the topic and they can use their L1 as their guide to learn
more the second language. In this strategy I will challenge my students
to convey their own personal preferences, thoughts or ideas about L2
and they can use their L1 in answering. In teaching I will use videos,
pictures, educational games so that the learners could easily adapt the
second language and besides they can also learn easily about the said
topic.
4.As a teacher, I can address the factors that affect second-language
acquisition for students’ optimal second-language learning through
combining the language they are learning and the language they use at
home, I can boost the confidence of my learners through inspiring them
or motivate them to use the second language because it is optimal to
use this second language so that the learners could easily adapt and
understand easily this language.

In a nutshell
Activity 1
a) Based from what I’ve read and the exercises that I have done I
learn a lot of things such as second-language acquisition what is it
all about. I’ve that it is refers to any language learned in addition
to a person’s first language; although the concept is second
language acquisition. Second language acquisition is a process
by which people learn a second language it also the scientific
discipline devoted to studying that process. It aims to help the
learners in their learning and it can build strong foundation in
communicating other language.
b) I have learned also the communicative competences.
Communicative competence has at least three components:
grammatical competence, sociolinguistic competence, and
strategic competence. Strategic competence is the knowledge of
how to use one's language to communicate intended meaning.
Foreign language students may develop competence in each of
these three areas at different rates, but all are important in
developing communicative competence. Communicative
classroom materials and exercises should address both the
student's overall skill in successfully conveying information and
his/her ability to use communication strategies when the process
of conveying information encounters a problem. Most materials
address only overall skills. Research has yielded some
information about communication strategies that can be applied in
foreign language teaching. Teachers can encourage students to
use these strategies by providing both opportunities for practice
and actual instruction in their use. Instruction can be direct or
 indirect, based on classroom exercises. The exercises providing
practice build resources that allow the students to be flexible in
real-world interactions
c) I have also learned that motivation commonly exist in the second
language acquisition. Motivation is important to learn second
language because if the leaners have lack of interest about it they
may find it boring and difficult. Moreover, there are four types of
motivation first one is the instrumental motivation where the
students want to learned second language to have better job or
want to pass an examination. The second one is the integrative
motivation where the students want to learn second language just
because they have interest in the people or the culture that
speaks the second language. Third is the resultative motivation
where the learners want to learn second language because they
are motivated by having experienced success in learning. The last
one is the intrinsic motivation where the learner motivated to learn
if he/ she has interest in a specific task or activities.
d) An aptitude is a component of a competence to do a certain kind
of work at a certain level. Outstanding aptitude can be considered
"talent." An aptitude may be physical or mental. Aptitude is inborn
potential to do certain kinds of work whether developed or
undeveloped. Ability is developed knowledge, understanding,
learnt or acquired abilities or attitude. The innate nature of
aptitude is in contrast to skills and achievement, which represent
knowledge or ability that is gained through learning.
e) Self-confidence has a big role in learning I have learned that
without confidence the learners might be nervous in participating
sometimes they didn’t participate because they ashamed that
maybe their answers is wrong, by developing their self-confidence
it has a big impact to them because it can use it to share their
ideas without doubting their answers.
Mga gawain sa ikalawang linggo

Activity 1: Up-the-Stair

5
4
3

1
 METHODOLOGICAL HISTORY OF LANGUAGE LEARNING

LATIN LANGUAGE TEACHING

 About 500 years ago, Latin was the world’s most widely studied foreign
1 language, it was the dominant language of education commerce, religion
and government in the western world.
 French, Italian and English replaced Latin due to political changes.
 In England in the 1500-1700s, children went to “grammar schools” where
they studied Latin through memorization.
 As modern languages began to enter the curriculum of European schools
in 18th century (1700s), they were taught using the same basic procedures
that were used for teaching Latin. This meant there was lots of grammar,
memorization and translation and no real communication.

THE GRAMMAR-TRANSLATION METHOD

2  This was popular from the 1840s to the 1940s and is still used today to
some extent.
 Using Grammar-Translation to read literature, as a mental discipline, for
intellectual development and for rule memorization.
 Mainly reading and writing with little to no speaking or listening.
 Learning vocabulary from texts, bilingual word list, dictionaries,
memorization, deductive Approach grammar and translation.

THE DIRECT METHOD

3  Classroom instruction was conducted exclusively in the target
language.
 Only everyday vocabulary and sentences were taught.
 Oral communication skills were built up in a carefully graded
progression organized around question-and-answer exchanges
between teachers and students in small, intensive classes
 Berlitz methods- never demonstrate, act, ask questions, and never use
the book or your lesson plans.

THE AUDIOLINGUAL METHOD

4
  Oral activity (pronunciation and pattern drills and conversation
practice) Almost no grammar or translation found in traditional
classes.

DESIGNER’ METHOD OF THE SPIRITED 1970s

5  The classroom is not a class but a group that needs counselling
interpersonal communication to facilitate learning.

The reason why the language teaching waned in popularity while another
method came in it is just because some of the methods are not applicable to
all learners maybe it can affect the development of some learners and
maybe it can difficult to them to adapt and to learn but there are some
methods are still there just because it can help the student easily to
understand the language that their teachers taught to them.

Let’s Analyze

Activity 1
1. how the four essential ESL approaches differ from each other?
The four essential approaches differ to each other in the way that the learners
can taught the second language in different platforms. In Audio Lingual Method it
emphasizes that learners learn second language through imitation and repetition and
teaches learners through listening and speaking. While the Grammar-Translation
methods it teaches learners how to read and write second language, classes are
taught in the mother tongue, more on vocabulary and grammar comprehension. the
next one is the Natural Approach where the learners can learn second language
through listening and reading unlike the Audio-lingual method the learners doesn’t
need to use repetition or repeating the language over and over again just to learn
second language instead they can it through recognizing and processing the
language messages. the last one is the interactionist approach they gain a lot of
advantages also it can help the learners build strong foundation in communicating
with the other people.
2.within the four essential ESL approaches, which approach is the best for you?
Among the four ESL approaches, the best one for me is the Audio- Lingual
method because it emphasizes the learners learn second language through imitating
and repeating, teaching learners through listening and speaking by this method it
can improve the communication skills of a learner and in can boost their confidence
in participating because by this method it practice speaking which the learners
improve more the communication skills.
3. what are the limitations of grammar-translation method and Audiolingualism?
there are many limitations in Grammar-Translation method and
Audiolingualism. The Audio-lingual method and Grammar-translation method it easy
to teach but it doesn’t help the learners to improve their communication competence,
no oral work takes place in the classroom because the teacher is the only one who
speaks and the main focus remains only on the mother tongue and the target
language remains ignored. And also these approaches don’t encourage the learners
to understand the meaning of words instead their knowledge remains limited to
sound of words. Also it gives little attention to communication and reading and
writing skills remains neglected.

In a Nutshell
1. In this unit I have learned a plenty of things first is the how learners acquire a
second language through imitating and repeating and this is under Behaviorist/
Audio-lingual method. This method teaches the learners through listening and
speaking rather that reading and writing. It gives more importance in pronunciation
unlike grammar-translation method that has little or no attention at all.

2. I have learned also about the methodological history of language teaching; this is
the methods were some of them are waned just because of the unrelated of the
methods in learning and it can also affect the communication skills of the student
maybe it cannot help for them to learn.

3.I have learned also about the natural approach this could be able to learn another
language, I should talk to those people who has proficiency in the language that I
need to learn just because it emphasizes that we can learn second language through
recognizing and processing the language instead of repeating the language all over
again.
4. I also have learned about the Interactionist Approach because it interacts with
other people and its help the learners to develop their communication competences
and it can also improve their self-confidence.
5. Lastly, the Grammar-Translation methods, this method aims to help the student in
easier way, the learners taught how to read and write using second language ,but it
is not effective in terms of improving the communicative competences of every
learners.