What to you think, is it EASIER to teach a new grammar when L1 of the learner possesses similar grammar rules or it is EASIER when the learner’s L1 has nothing to do with a new grammar?
I believe that learning the basic structure and some vocabulary is very helpful to build upon, and you have to have a good teacher. However, classroom learning alone does not make a student fluent. In my opinion, immersion in the language (after the basic introduction) is the best approach to learning a new language or improving a second language. “Practice makes perfect”. What do you think?
Do you think a grouped-desks setting is appropriate, beneficial, or detrimental in an adult language-learning classroom? Do you think language-learning adults would acquire more in groups of two, three, etc.?
Adult students prefer to keep to themselves, and the college classroom contributes to this practice. Can you think of any essential grammatical/discourse elements that language learners glean when they work in small groups? What are effective ways adults can maximize consistent, authentic dialogue within the ESL classroom?
Larsen-Freeman mentions the beneficial aspects of scaffolded learning. However, it also seems reasonable to think that the individual providing assistance would have to be proficient enough to provide assistance. Therefore, just how much more proficient would an individual providing assistance have be (compared to the less competent learner they are helping) in order to have a positive outcome?