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Eliciting Effectiveness in Language Learning Como lograr efectividad en la enseanza-aprendizaje del idioma Ingls. Ignacio Lpez Corra 1 1- Licenciado en Educacin Especialidad de Ingls !rofesor "sistente #pto. de Ingls $acultad de Ciencias %dicas &olgun Cu'a. 1- (ulio )uevedo *o +1 "ltos , $rancisco -onz.lez / Carralero 0pto. 1anfield &olgun 2elef. 343115 E-mail nac6o7cristal.6lg.sld.cu 0esumen8 Este tra'ajo est. dirigido al an.lisis de las causas de la poca efectividad en el aprendizaje de lenguas e9tranjeras :Ingls; / recoge recomendaciones / sugerencias para lograr ma/or productividad en el uso del idioma. 1e le da un gran nfasis a la fase de produccin del contenido / a la participacin activa de los alumnos en el proceso de aprendizaje. 2rata so're un comportamiento li're / espont.neo de los alumnos durante la clase. 1e insiste en las posi'ilidades <ue 6a/ <ue ofrecer al alumno para 6a'lar li're / fluidamente. 1e le da gran valor al uso de la lengua por parte del alumno. 1e esclarece 'ien el papel del profesor / del alumno en el desarrollo de la clase pr.ctica de lengua inglesa. !ala'ras claves8 alumnos profesores enseanza aprendizaje efectividad fluidez ejercicio productivo interaccin "'stract 26is paper focuses language production. It discusses t6e causes of lac= of effectiveness in foreign language learning. It also provides recommendations and suggestions to ac6ieve a muc6 more language production in t6e language usage. It gives more emp6asis to t6e production stage and loo=s for a more active students> participation in class. It deals ?it6 t6e need of free and spontaneous 'e6aviour in t6e language lesson. 1tudents> possi'ilities to spea= fluentl/ and freel/ in t6e classroom are stated 6ere. 26e teac6ers> role is pointed out in paving

t6e ?a/ for free spea=ing as ?ell as t6e students> role in t6e development of t6e language lesson. @e/ ?ords8 students teac6ers teac6ing learning effectiveness fluenc/ e9ercise productive interaction 1- Introduction $or man/ /ears teac6ers 6ave 'een tr/ing to find t6e 'est procedures for teac6ing properl/. %an/ different e9ercises 6ave 'een designed t6roug6out t6e ?orld '/ e9perts to en6ance a suita'le Englis6 language production on t6e studentsA part and lots of met6odological tec6ni<ues 6ave 'een inserted in t6e teac6ing learning process. "ll t6ese procedures 6ave aimed at ac6ieving muc6 more effectiveness in t6e communicative language use. *evert6eless man/ students do not go 'e/ond a poor language attainment. 26e/ 6ave just passed t6eir tests 'ut t6e/ cannot communicate freel/ and independentl/. 26en 6o? can language productivit/ 'e ac6ievedB 26e first t6ing t6e students s6ould 6ave for learning is motivation interest or need. %otivation is of paramount importance for doing somet6ing and if it does not e9ist learning can not occur. C6en students learn Englis6 as a second language t6e/ are muc6 more productive 'ecause t6ere is more motivation or interest. !er6aps t6e/ need Englis6 to get a jo'. "nd on t6e ot6er 6and ?6en t6e students learn Englis6 as a foreign language t6e/ do not need Englis6 for communication as suc6D t6e/ stud/ it 'ecause it is in t6e curriculum. 1o it is ver/ difficult to get t6eir attention and interest. 1tudents s6ould 'e motivated for learning consciousl/ so t6e/ can 6ave enoug6 orientation t6at can lead t6em to?ards t6e searc6 of information and =no?ledge. "ssignments s6ould 6ave a 'it of comple9it/ t6at ma=e students t6in= and to do an intellectual effort. Li=e?ise learning needs to give solution to pro'lems. 5 - Language !roductivit/ C6ile learning students s6ould 'e provided ?it6 availa'le orientation to 'e read/ to argue discuss de'ate ma=e suppositions arrive at conclusions provide ne?

ideas etc. &utc6inson and Caters- E :1FFF; state t6at learning is an internal process ?6ic6 is crucial dependant upon t6e =no?ledge t6e learners alread/ 6ave and t6eir a'ilit/ and motivation to use it. Learning is a process of negotiation 'et?een individuals and societ/. 1tudentsA interactions can pla/ t6e role of conducting students to?ards practice and production ?6ere students can use language freel/ to e9press out ideas dail/ routines points of vie? arguments offer information or e9planations. It is to sa/ t6at students s6ould 'e involved in an active process ?6ere t6e/ can spontaneousl/ e9press creativit/ independence and leaders6ip in learning. 1tudents need to 'e led to language ac<uisition t6roug6 learning procedures ?6ic6 ma=e t6em realize 6o? to learn to learn and t6at t6e/ =no? 6o? to ma=e t6e correct use of ?6at t6e/ are learning. Language production can 'e ac6ieved '/ means of leading t6e students to?ards different e9ercises aimed at 'eing cognitive independent and 'eing a'le to ta=e a leading role in t6e learning process ?6ere t6e/ can use language effectivel/ freel/ and fluentl/. $or t6is reason t6e students need to go from presentation to production t6roug6out t6e developing of a variet/ of productive e9ercises to ma=e use of t6e little t6e/ learn as muc6 as possi'le. E - 26e role of t6e teac6er 26ere are some teac6ers t6at get 6orrified if /ou tell, as= t6em to leave t6eir pupils alone tr/ing to communicate '/ t6emselves. 26e/ t6in= t6e students s6ould 'e under control all t6e time 'ecause t6e/ s6ould 6ear ever/t6ing t6e students sa/ and ma=e t6e rig6t corrections in t6e proper moment in case it is necessar/. %an/ teac6ers are t6e center of t6e lesson. 26e/ enjo/ spea=ing e9plaining t6ings as=ing <uestions and leading all class activities. 26e/ t6in= t6e production stage can not 'e ac6ieved in all lessonsD t6at t6e students need to 'e e9posed to presentation and practice e9ercises for man/ 6ours 'efore using t6e language '/ t6emselves freel/. 26en t6eir students spend most of t6e time listening passivel/ and getting accustomed to do t6ings to follo? orders to 'elieve all ?6at t6e/ are said. 26e/ are not taug6t to t6in= to 6ave t6eir o?n ideas or opinions or to find

information. 26ese students do not develop logical t6in=ing. 26e/ do not do intellectual effort. 1ome teac6ers t6in= t6at presentation and practice stages decide t6e learning process t6at t6e students s6ould ta=e part in a variet/ of e9ercises - controlledrelated to t6e ne? contents. 26e/ find t6at t6is is t6e =e/ for language ac<uisition 'ut unluc=il/ t6eir students do not participate in variet/ of productive e9ercises. %ic6ael E. 0udder :1FFF; e9presses t6at traditionall/ t6e teac6er ?as vie?ed as t6e organizer of classroom activities and t6at no?ada/s students pla/ a muc6 more active role in t6e learning process. It is t6e teac6erAs responsi'ilit/ to pave t6e ?a/ for spea=ing freel/ and fluentl/. $luenc/ is onl/ ac6ieved '/ means of a ver/ ?ell designed strateg/ t6at can lead learners to?ards a conscious process ?6ere t6e/ realize t6at t6e/ need to ma=e use of t6e language for communication and interaction on t6eir o?n. #onn G/rne :1F+F; states t6at man/ teac6ers feel t6at t6e/ 6ave done t6eir jo' if t6e/ 6ave presented t6e ne? material ?ell and 6ave given t6eir students ade<uate t6roug6 usuall/ controlled practice in it. &e continues sa/ing t6at t6ere is no real learning if students are not a'le to use language for t6emselves unless t6e/ are given opportunities to do t6is outside t6e classroom. 26e students need to 'e given regular and fre<uent opportunities to use language freel/. 26e teac6er s6ould concentrate all 6is effort on ?6at goals t6e students are e9pected to ac6ieve. "nd in t6is ?a/ design t6e strategies e9ercises and activities to lead t6e students to free learning to proper self preparation to independent stud/. Class activities s6ould 'e designed to 6ave t6e students producing most of t6e time. 26e/ s6ould 'e involved in productive e9ercises almost all t6e time. 3 - 26e role of t6e student 1ince t6e 'eginning of t6e unit t6e student s6ould 'e encouraged to use t6e language as muc6 as possi'le. It is t6e onl/ one procedure availa'le to get students to use language in an accepta'le ?a/. *ever dela/ t6e possi'ilit/ of learning. Learning is ac<uired t6roug6 learning. 2eac6 /our students to learn 6o? to learn. 26e most difficult tas= of t6e teac6er is to ma=e t6e students realize t6at is

t6eir responsi'ilit/ to tr/ to use language most of t6e time in class. 26ere are some students t6at li=e to 'e receptors to 'e passive to 'e recipients. 26e/ come to class just to listen to get information. 26e/ t6in= t6at ?6en t6e/ are 6aving an Englis6 lesson t6e/ are 6aving a lecture to increase t6eir =no?ledge. 26e/ are not a?are of t6e need of spea=ing all t6e time. "nd t6e teac6ers are t6e responsi'le of t6is misconception 'ecause ?e 6ave tried to 'e too e9plicit and 6ave forgotten t6e role of t6e learner t6at is to 'e involved in listening and spea=ing all t6e time. C6en our learners come to class and do not sa/ an/t6ing t6e/ learn not6ing. "nd t6ere are :man/; students t6at most often attend lessons ?6ere t6e/ do not spea= or ?rite. 26e/ just listen or read passivel/ and as t6e/ realize t6e/ do not learn muc6 t6e/ get discouraged and sometimes t6e/ do not pa/ muc6 attention to ?6at t6e teac6er is sa/ing. 26at is ?6/ I confirm t6e need of giving possi'ilities to t6e learners to ma=e use of t6e language as muc6 as possi'le. 1tudents s6ould 'e given opportunities and time to t6in= '/ t6emselves to do t6eir o?n e9ercises to find information on t6eir o?n or do t6eir 'est to learn. It does not matter ?6at stage t6e/ are dealing ?it6D ?6at matter is designing proper activities for eac6 of t6e stages and according to t6e students needs. 26e e9ercises s6ould 'e graded progressivel/ according to t6e studentsH s=ills t6e lesson t6e unit and t6e period of t6e term or t6e course. I - Conclusion It 6as 'een found t6at involving all t6e students in productive activities since t6e 'eginning of t6e lesson it is muc6 more successful t6an e9ercising at specific stages of t6e learning process. Ever/ language activit/ t6at is designed for /our class s6ould 'e follo?ed '/ productive e9ercises ?6ere t6e students are given t6e possi'ilit/ of using t6e language communicativel/. If /ou are dealing ?it6 listening activit/ it is important t6at /ou pave t6e ?a/ spea=ing in group?or= at t6e end of it. If /our students are learning for 6o? to find

information from a ?ritten te9t t6e/ s6ould 'e given t6e c6ance to e9press out t6eir ideas or opinions orall/ or ?ritten ?6en t6e/ 6ave just finis6ed reading ?6ic6 ma/ 'e done in class discussion or gruop?or=. Li=e?ise if /our students are

developing t6e ?riting s=ill it seems to 'e ver/ effective t6at /ou organize /our students to comment a'out ?6at t6e/ 6ave just ?ritten. "s /ou 6ave realized t6e language s=ills s6ould 'e integrated in a ?a/ t6at learners can use language communicativel/ and naturall/ resem'ling real life situations. 26e results li=el/ to o'tain assigning productive e9ercises for developing all t6e language s=ills are note?ort6/ if /ou are in t6e searc6 of an active participation of all /our students t6roug6out all t6e activities during t6e ?6ole teac6ing-learning process. 0eferences 1- G/rne #. :1F+F; 2eac6ing Jral Englis6. Longman. 5- Gro?n and (ule :1F++;. 2eac6ing t6e 1po=en Language. "n approac6 'ased on t6e anal/sis of conversational Englis6. Longman. E- &utc6inson and Caters :1FFF;. Englis6 for 1pecific !urposes. " learning centered approac6. Cam'ridge Kniversit/ !ress. 3- 0udder %. :1FFF;. Eliciting 1tudent L2al=. Englis6 2eac6ing $orum. Mol. E+ *o 5 1FFF pp. 53-5I