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Unit Three : Learning English
Lesson 1
Learning a language
Objectives : By the end of the lesson you will have
• discussed the idea of communicating
• understood what learning a language means
• read a passage on the distinction between acquisition and learning
• written a dialogue
A We use language to communicate with each other. What do you understand by 'exchange of information'? In pairs talk about different situations where you can give information and receive it from others.
B Now read the following passage.
'Communicative competence' refers to the ability to use language appropriately in different circumstances. There are two ways of developing communicative competence in a language. The first is acquisition which is similar to the way people develop ability in their mother tongue. It is a natural, subconscious process in which users arc not usually aware of acquiring a language. They are aware only of the fact that they are using the language to communicate. In non-technical terms, acquisition is 'picking up' a language spontaneously. It may also be called 'implicit' learning.
On the other hand, the second way of developing communicative competence in a language is learning that language. It refers to conscious knowledge of a language, knowing the rules of language use, being aware of using them, and being able to talk about them. In non-technical terms, learning is lo know-consciously about a language. It may be described as 'explicit' learning.
Language specialists believe that acquiring a language is more successful and longer lasting than learning. Therefore, teachers these days encourage learners of a second language to practise and experience the language in different situations where they are involved in communicating with others. And that is exactly what the tasks in this book are designed to do.
Now discuss the following questions in pairs.
1 What do you understand by 'implicit' and 'explicit' learning?
2 According to the passage, are you 'learning', or 'acquiring' English?
3 Are circumstances in Bangladesh favourable for acquiring English? Give reasons.
C Think about a salesman and a customer in a fruit/book/shoe shop. In pairs write a short dialogue between them to show how they interact (communicate) with each other. Then in pairs do a role play using this dialogue.
Focus:
Skills.
Reading,
writing a
dialogue,
speaking.
Functions.
Describing speaking conventions, asking for and giving
information, contrasting.
Grammar/Structure.
Contrasting device -on the other hand, suggest + that clause.
Vocabulary.
interact, exchange, competence, acquisition, non-technical, conscious, spontaneous, implicit, explicit.
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Unit Three : Learning English
Lesson 1
Learning a language
Objectives : By the end of the lesson you will have
• discussed the idea of communicating
• understood what learning a language means
• read a passage on the distinction between acquisition and learning
• written a dialogue
A We use language to communicate with each other. What do you understand by 'exchange of information'? In pairs talk about different situations where you can give information and receive it from others.
B Now read the following passage.
'Communicative competence' refers to the ability to use language appropriately in different circumstances. There are two ways of developing communicative competence in a language. The first is acquisition which is similar to the way people develop ability in their mother tongue. It is a natural, subconscious process in which users arc not usually aware of acquiring a language. They are aware only of the fact that they are using the language to communicate. In non-technical terms, acquisition is 'picking up' a language spontaneously. It may also be called 'implicit' learning.
On the other hand, the second way of developing communicative competence in a language is learning that language. It refers to conscious knowledge of a language, knowing the rules of language use, being aware of using them, and being able to talk about them. In non-technical terms, learning is lo know-consciously about a language. It may be described as 'explicit' learning.
Language specialists believe that acquiring a language is more successful and longer lasting than learning. Therefore, teachers these days encourage learners of a second language to practise and experience the language in different situations where they are involved in communicating with others. And that is exactly what the tasks in this book are designed to do.
Now discuss the following questions in pairs.
1 What do you understand by 'implicit' and 'explicit' learning?
2 According to the passage, are you 'learning', or 'acquiring' English?
3 Are circumstances in Bangladesh favourable for acquiring English? Give reasons.
C Think about a salesman and a customer in a fruit/book/shoe shop. In pairs write a short dialogue between them to show how they interact (communicate) with each other. Then in pairs do a role play using this dialogue.
Focus:
Skills.
Reading,
writing a
dialogue,
speaking.
Functions.
Describing speaking conventions, asking for and giving
information, contrasting.
Grammar/Structure.
Contrasting device -on the other hand, suggest + that clause.
Vocabulary.
interact, exchange, competence, acquisition, non-technical, conscious, spontaneous, implicit, explicit.