Of uzbekistan fergana state university foreign languages faculty

Demands on learners	To recall or to re-learn lexis. To understand the concept of wants and language used to express this.	To recall lexis and sentence forms from preparation stage. Speaking in English. To understand the responses given by partner.
Writing and speaking in English. Remembering words and forms from core activity. Finding words for own sentences.
Support for learning	Flashcards of food and drink items. Teacher prompting and modelling of lexis and forms. Pair work.	Student book activity graphic, flashcards and toy food and drink items. Preparation stage practice of forms. Teacher modelling. Pair work.	Teacher modelling Teacher provides new words for learners’ own sentences and writes words on board. Teacher feedback while writing. Pair work.

What this example attempts to show is how consideration of demands, support and language learning goals can help teachers plan tasks that scaffold their students’ language use towards successful language learning.

Adapting activities allows learners to have very different experiences to the ones they would have if the teacher merely followed the instructions in the teacher’s book. Even small changes, such as using toy food that learners can hold and use in the context of play rather than just pointing to a picture in their class book, can result in large changes in how learners interact with a task. As Cameron points out, this is a very powerful tool, as teachers who have repertoires of such small changes can use them to adapt activities from course-books to suit their particular learners.

Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually learners cannot correct errors themselves because they do not understand what is wrong. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they

realize they have made them. Suggested answers: Influence from the learner’s first language (L1) on the second language is called an interference or transfer. A developmental error is made by learners when they are unconsciously working out
and organizing language, and this process is not yet complete. Fossilized errors are errors which a learner does not stop making and which last for a long time, even for ever, in his/her foreign language use. Errors in which learners wrongly apply a rule for one item of the language to another item, are known as overgeneralization.
The learners’ own version of the second language which they speak as they learn is
known as an interlanguage.