Environmental factors which ease theteaching-learning process
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Universidad Politécnica de Cartagena
info
Publisher: Cartagena, Universidad Politécnica de Cartagena, D.L. 2011
ISBN: 978-84-694-5332-2
Year of publication: 2011
Pages: 185-200
Congress: Congreso Internacional de Innovación Docente del Campus de Excelencia Internacional "Mare Nostrum" (CIID) (1. 2011. Cartagena)
Type: Conference paper
Abstract
The foreign language classroom is a good context for real communication to take place, and English may be used in itfor a variety of purposes. No matter how intense the use of the Foreign Language may be in the classroom, therewill always be a role for the L1, ideally a complementary one. For an acceptable input to be provided in the ForeignLanguage, it is necessary that this is contextualized, repeated and varied.Learners need continuous and prolonged exposure to the language before they feel confident in its use; therefore,teachers should use the same language again and again, and avoid introducing variation until children have no difficultywith the original expressions.It is essential to make children familiar with frequently used language, like ready-made phrases in L2 that children canuse in the appropriate situation. Henceforth, what we aim at showing it in this article is the different factors whichintervene and count on the teaching-learning process of a FL.