MWENGE CATHOLIC UNIVERSITY

(MWECAU)

FACULTY OF ARTS WITH EDUCATION

DEPARTMENT OF SOCIAL SCIENCES AND HUMANITIES.

COURSE NAME: SECOND LANGUAGE LEARNING

COURSE CODE: ENG 202

COURSE INSTRUCTOR: D. LYIMO

TYPE OF WORK: GROUP ASSIGNMENT

STUDENT’S DETAILS:

S/N NAME REGISTRATION NUMBER SIGNATURE

1.
2.
3.
4.

5.
6.
7.
8.
9.
10.

Qn. Explain six differences between Input and Output in second language learning?
INTRODUC TION:

According to Regeney and Lavine(1989):

Language learning techniques refers to the processes and actions that are consciously
deployed by language learners to help them learn or use a language more effectively.
Are conscious behaviour used by language learners to Foster the acquisition, storage and use
of new information.
Learning; A new language involves listening, speaking, reading and writing. language
learning techniques is increasing in the current year with the increasing importance of
language learning all over the world used by second language learners for remembering and
organizing samples of the second language.
According to Wenden (1987):
Language learning techniques as defined from aspect of language learning behaviour
such as learning and regulating the meaning of a second or foreign language, cognitive,
emotional and social aspect of language learning strategies that enhance learners.

The following are language learning techniques:

1: Information gap activity,
Refers to pair work activities using two different worksheets in which student
complete the missing information by asking and answering questions. Information gap
effectively in language activities, the activity will be meaningful, motivating and closer to
actual communication. Communicative activities for two or more learners involve learners
having different between of information that they have to convey orally.
An information gap refers to when students don't have all the information they need to
complete a task or activity. Information gap are requires students to speak and to practice
team work, working with their classmates to acquire the information.

Types of information gap activity,

 Information gap between two students;This is used in pairs work activities.
 Information gap between two or more groups; The teacher divides the class into two
or more groups and gives different information to each groups.
 Information gap between one student (or the teacher)and all the other students; This is
when only one person has some information and others have to communicate to gain
information.
The advantage of information gap activity.
a. Increases students motivation,
b. Encourages critical thinking skills and teamwork.
c. Increases students talking time.

The procedures of information gap activity:

1: Create two versions of a story. Remove different information from each story .
2: Divide the students into pairs and distribute a different version to each student.
3: This activity can be adapted for any level and age.
4: Students must work together to complete the story they have been given based on the
different information each student provides.

2; Role-play;
Is a practices in which people rehearse a behavior, they will take in a situation before
actually facing the situation. Role play allt students to practice their communication skills
while acting out different senior and using the English language just as would in real life
situation
Is a technique that allows students to explore realistic situation by interacting with other in
a managed way in to develop experience. Act of imitating and behavior of someone who is
deferent from yourself. This teaching method that is more routinely used in language teaching
process, which is able to return to the students as main body of teaching process.

Importance of role play.

a. They are fun.
b. They can be used in assessment and feedback purpose t the end of text-book unit
c. They can consolidate learning and allow student's opportunity.
d. Role play provide students with a chance to actout

PROCEDURE OF ROLE PLAY.

1. Preparation and explation of topic instructor.During this stage facilitators will need to
focus on theme, choose and assign roles, gether necessary material .
This step requires extensive research and design
 2. Students preparation for involvement in role play. When assigning roles and creating
instructions for students breakdown the role play into specific task with due to date or time.
3. Actual- role play . Although a degree of independent learning is expected students will
still to guide from time to time during.
4. Reflection. This implementing in the role play in the classroom students and instructor
must process the activity after inward in order to gain.

3; Jig-saw,
Is a method of organizing classroom activity thsat makes students dependent on each
other to succeed. Ask a group of students to become expert on a specific text or body of
knowledge and then share that material with another group of students.
The jig saw technique .is a cooperative learning method that brings about both
individual accountability and achievement of the team goals.

Advantage of Jig-saw.
(a) It easy to learn
(b) All the students are engaged in the activity and plays an equally important role.
(c) Students communication and social skills are also developed .
(d) Cooperation, teamwork spirit.

Procedures for Jig-saw

1: Divide the class into teams of three to five people.

2: Divide two or five different team assignments. The number of different assignments
depends on how many teams you want to have, because each team will receive a different
assignment. You might give teams different reading, different data sets, samples, maps or
problems, different issues for discussion, different field sites, and so on.

3: With a small class, give a different assignment to each team. If you have four different
assignments, you will have four teams. For a larger class, create several #1 teams, several #2
teams, and so on. Give all the #1 teams the same assignment, etc.
 4: Unless you plan to give teams time to work during class, ask each student to prepare
individually before class. One effective way to prepare students is to give them focus
questions to accompany the assignment and require that students prepare written responses to
those questions. If you don't do something like this, some students won't come prepared to
class.

4. Simulation.
Is a highly developed role play, almost a mini-play that is not scripted. The teacher sets up a
simulated environment such traffic accident set-up described earlier.
Simulation requires the use of models.

Types of simulations.
a) Modelling a system as it progresses through time, for example;
factory operations (stamping, turning, milling)
traffic analysis (roads, networks, queues)
b) Dynamic Simulation
Modelling a system as it progresses through space, for example;
machine kinematics
human ergonomics
aerodynamic testing
virtual prototyping
c) Process Simulation
Modelling physical interactions between two or more systems, for example;
in-service product modelling
in-manufacture product modelling
weather forecasting
Examples
There are many examples of simulation across industry, entertainment, education, and more.
Here are a few notable examples:
Automotive
Simulation allows the characteristics of a real vehicle to be replicated in a virtual
environment, so that the driver feels as if they are sitting in a real car.

PROCEDURE OF SIMULATION.
1. Definition of problem
The initial step involves defining the goals of the study and determing what needs to be
solved. The problem is further defined through objective observations of the process to be
studied. Care should be taken to determine if simulation is the appropriate tool for the
problem under investigation.
2. Project Planning
The tasks for completing the project are broken down into work packages with a responsible
party assigned to each package. Milestones are indicated for tracking progress. This schedule
is necessary to determine if sufficient time and resources are available for completion.
3. System Definition
This step involves identifying the system components to be modeled and the preformance
measures to be analyzed. Often the system is very complex, thus defining the system requires
an experienced simulator who can find the appropriate level of detail and flexibility.
4. Model Formulation
Understanding how the actual system behaves and determining the basic requirements of the
model are necessary in developing the right model. Creating a flow chart of how the system
operates facilitates the understanding of what variables are involved and how these variables
interact.
5. Input Data Collection & Analysis
After formulating the model, the type of data to collect is determined. New data is collected
and/or existing data is gathered. Data is fitted to theoretical distributions. For example, the
arrival rate of a specific part to the manufacturing plant may follow a normal distribution
curve.
6. Model Translation
The model is translated into programming language. Choices range from general purpose
languages such as fortran or simulation programs such as Arena.
7. Verification & Validation
Verification is the process of ensuring that the model behaves as intended, usually by
debugging or through animation. Verification is necessary but not sufficient for validation,
that is a model may be verified but not valid. Validation ensures that no significant difference
exists between the model and the real system and that the model reflects reality. Validation
can be achieved through statistical analysis. Additionally, face validity may be obtained by
having the model reviewed and supported by an expert.
Experimentation & Analysis
Experimentation involves developing the alternative model(s), executing the simulation runs,
and statistically comparing the alternative(s) system performance with that of the real system.
8. Documentation & Implementation
Documentation consists of the written report and/or presentation. The results and implications
of the study are discussed. The best course of action is identified, recommended, and
justified.
9. Decisions for Simulating
Completing the required steps of a simulation study establishes the likelihood of the study's
success. Although knowing the basic steps in the simulation study is important, it is equally
important to realize that not every problem should be solved using simulation. In the past,
simulation required the specialized training of programmers and analysts dedicated to very
large and complex projects.

5. Debate
Refers to a discussion in which two or more people advocate opposing positions on a
topic or question in an attempt to make an audience (or the other advocates) accept their
position. Most people are familiar with participating in informal debates, such as trying to
persuade friends why a particular film, song, book, artist, etc. is better than another; however,
as these often devolve into circular arguments, personal ‘attacks’, tangents, etc., formal
debates often have rules to ensure that the discussion remains on the original topic.
A reasoned debate allows students to explore and gain understanding of alternative
viewpoints and, for the participants, develops communication, critical thinking and
argumentation skills.
Some components of debate are
(a) Opposers’ and proposers’ side.
(b) Timekeeper, Chairman, motion mover and secretary.

For example the debate.

'MONEY IS THE SOURCE OF EVILS?'.
PROCEDURE OF DEBATE
1; Students should be first be made aware of a debatable topic and of the variety of potential
positions that can be taken on the topic.
2; Students should then be given an opportunity to research the topic somehow and form their
own opinions on the issue.
3; Next pairs or small groups should be formed where like-minded students can share their
opinions on the topic and gain information from others.
4; During this step students should be encouraged to think about the potential arguments that
will come from the other side and how they can respond to these arguments.
5; Now some form of debate must take place where the two (or three or four) sides share
their opinions and present their arguments
.6; This could take the form of a classic debate, with opening and closing arguments from
both sides and time for rebuttals all done as a class.
7;. Alternatively, it could simply be small groups or pairs sharing their differing points of view
with one another. The instructor should follow-up with a summary of the opinions and views
expressed by all sides and an assessment of their strengths and weaknesses.

6. Story telling;
Is the original form of teaching and has the potential of fostering emotional intelligence
and help the child gain insight into human behaviour. Also promotes language learning by
enriching learners, vocabulary and new language structure.
Is the social and cultural activity of sharing stories.

Tpes of story telling.

I. Oral story telling. It is the oldest form of storytelling that plays a vital role in the
cultural traditions .
II. Written story telling. It is one of the most popular forms of telling stories. Books,
newspapers, magazines, banners, etc.

Procedures of story telling

1; Discover your values and the stories around them,

Start by focusing on your self (or your founders). Think about specific events you (or they)
experienced that led you (or them) to establish specific values .