Key elements in the language learning process
Learner
Dependence
Awareness
Skills
Assessment
Language
use
Strategies
Consolidation
Learner
Independence
The purpose of the model above is to capture the inter-relationships between different elements of
the language learning process, to express the dynamic nature of that learning process and to stress
the choices that teachers need to make with respect to methodology and teaching and learning
strategies.
A key goal of the HCT is to transform our students from a state of ‘learner dependency’ into
‘independent, lifelong learners.’ The scope of the model is defined by placing the needs of the
learner as paramount. A key role for language teachers (and all teachers in the HCT) is to develop
the literacy skills and learning strategies which students need to make the journey from ‘learner
dependence’ to ‘learner independence'.
At the core of the model is effective Language Use. This reflects the overall goal of HCT language
courses which is to develop in students “the linguistic ability to function effectively in an
international environment''.
Language Awareness (how-when-where new language is introduced), Consolidation (the range of
activities necessary to move learning from ‘surface’ to ‘deeper’ learning) and Assessment (both
formative and summative and supporting the learning) are inter-related and support the
core. Although these elements are depicted as equal on the diagram, this is not to imply that the
learning process should be structured accordingly; learner needs will be the key determinant in
making decisions about emphasis and weighting of the different elements.
The model highlights freedom of choice for teachers – there is no attempt to prescribe one specific
methodology; rather, depending on learner needs, teachers will decide, often in collaboration with
their students, the appropriate ‘mix’ of methodologies and strategies.
EXAMPLES OF ACTIVITIES AT DIFFERENT STAGES IN THE LANGUAGE LEARNING PROCESS
Language awareness
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elicitation
Instructor presentation &
explanation of a grammar point
translation
instructor guided discovery or
noticing techniques
use of picture, bilingual or
monolingual dictionary to access
new vocabulary
self accessed computerised
presentations of a grammar point
peer tutor explanation of
grammar point
independent deduction of
meaning of vocabulary or
grammar from context
Language consolidation
Individually or in pairs
groups
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controlled drilling
/substitution techniques
cloze gapfill techniques
matching activities
storyboard activities
dictation techniques
information gap tasks
communicative tasks
focused on grammar
points or skill practice
Language use and synthesis
 using new
vocabulary/grammar in
sentences
 timed guided writing
tasks focusing on new
language
 scaffolded
writing tasks
 problem-based tasks
 competitive tasks
 collaborative tasks
 learning communities
e.g. discussion boards
 structured integrated
projects
 guided projects
 open ended integrated
projects
 Real life use
Assessment
 concept checking
 instructor made &
marked tests and quizzes
 online tests quizzes with
feedback-monitored by
instructor
 tests,quizzes in
autonomous learning
situations
 peer correction
 peer editing
 peer mentoring
 peer assessment
 self access assessment
tools
 self reflection
EXAMPLES OF ACTIVITIES AT DIFFERENT STAGES IN THE LITERACY LEARNING PROCESS
Literacy strategy /skill awareness
Literacy strategy/skills consolidation
Literacy skills use and
Assessment
synthesis
 guided writing using models –
 write
 instructor set/marked
ranging from simple copying to
reading/listening
 Instructor draws attention to LI /L2
 read
differences in graphological rules,
essay writing from a skeleton
comprehension tests
 speak
rhetorical structure, phonic systems
framework
 instructor created and
 listen
assessed
 Instructor draws attention to ss
 build self correction skills through
in authentic or semi
knowledge of text types in L1 and
deciphering error annotations and
integrated projects
authentic situations ranging
explores similarities which are
redrafting
 peer reading of student
from short tasks to longer
transferable e.g. advertisements
 guided speaking activities e.g.
writing
integrated projects
 Instructor presents models of EL
information gap speaking pair work
 peer assessment of oral
written texts from sentence level to
presentations
 guided reader based activities
full essay
 reconstruction of reading text to
 read independently for
 self assessment using
 Instructor helps students activate
focus on recognition of text cohesion
work and pleasure
online reading/listening
schemata by pre reading and
tests
 questions targeted at fast/selective
 use spoken English to
prediction activities
information retrieval from text
peer tutor
 self-reflection on
 SS are helped to deconstruct English
effectiveness of
 questions targeted at extracting
text to observe the underlying
different literacy skills
surface and embedded meaning from
structure e.g. topic sentences usage,
& strategies
text
intra text cohesion
 activities to strengthen linkage
 Instructor presentation &
between spoken and written text e.g.
demonstration of a reading subskill
dictation, listening with a script,
e.g. highlighting anaphoric reference
read-aloud
pronouns
 extensive /leisure reading activities
 setting up a guided reader system
e.g. book /magazine reviews,
 exploring students interest and
sustained silent reading time, self
selecting appropriate reading materials
access reading labs