The document discusses the phases of language learning, emphasizing the transition from manipulation to genuine communication in English as a foreign language. It outlines methodologies for teaching, such as the importance of grammar familiarity, auditory and speech skills, and the role of meaningful drills. Additionally, it addresses challenges students face in conversation practice, including fear of making mistakes and varying proficiency levels.

1. Interactive English
College of Teacher Education
Batangas State University Main Campus I

2. Language teachers lead their
students down the road of pattern
practice only to find themselves
confronted by a great chasm at the
end.
On the other side lies real
communication, but the group is
stranded on the side of drills
because the teacher sees no strong

3. In directing conversation sessions for students of English
as a foreign language or English as a second language,
you, the teacher will help the student move
from pseudo-communication
to communication where he
expresses his personal ideas
and needs in the context of
reality.

4. During the later
stages, you will
gradually remove the
controls and the
student enters a realm

5. 4 Major phases of
language learning process:
1. completely
manipulative
2. predominantly
manipulative
3. predominantly

6. The mastery of a foreign
language involves a
prolonged and very
gradual shift from Phase
One to Phase Four which is
accomplished through

7. Students must be familiar
with some grammar
patterns and
vocabulary words –
how these are pronounced and
how they are combined to form

9. Learning a new language
means learning a new
system of habits.

10. 1. A linguistic analysis of the new language and the
mother tongue is essential for organizing classroom
material.
2. The new language should be learned through
imitation and analogy.
3. Every language is patterned. Students must practice
these patterns through intensive drills such as
repetition of dialogue or through exercises
(substitution, transformation)

11. 5. Allowing the student the possibility of making errors
should be avoided.
6. Listening and speaking are viewed as primary
activities, and reading and writing secondary; therefore,
the habits learned first are those involving auditory
discrimination responses and speech responses.
7. Function words should receive greater attention in
the initial stage of language learning than content
words.
8. Audio-visual aids can assist the student in his
formation of new language habits.

12. 1. A language is a rule-governed system.
2. Language learning is more than a matter of
habit formation; it is a creative process, and
therefore the student should be given the
opportunity to be mentally active.
3. Drills and exercises must be meaningful.
4. Reading and writing should be taught at
early stages along with listening and speaking.
5. Occasional use of the native language of the
student is beneficial.

13. 1. ACADEMIC CONVERSATION
GROUPS
- brief session/s during a given class
hour or session covering an entire
hour
2. SOCIAL CONVERSATION GROUPS
-English conversation clubs are
organized so that students may

14. GROUPS WITH THE
SAME NATIVE
LANGAUGE
BACKGROUND
GROUPS WITH

15. 1. fluent
in English
2.
inventive
3.
in people
4.
friendly
5. firm
6. patient

16. The student has adjusted to a
passive role during the manipulative
phase of language learning and is
unprepared for the active role
demanded in conversation practice.
The student is frustrated by having
to channel his mind into new,
elementary language forms that are

17. the student does not have sufficient
command of English to engage in
conversation. He is simply not prepared
for this kind of activity and if pushed to
it, he will make many errors that the
experience will be counter-productive.
The student has not learned how to
criticize his performance. Therefore, he

18. The student would like to express himself in
English but is afraid to deviate from the safety of
the sentences he has practiced and the words he
has memorized.
The student finds the unpredictability of
statements in conversation sessions unsettling.
This makes him irresponsive.

19. You find yourself doing all the talking in
conversation sessions.
Students are too shy and afraid to take part in
the conversation session.
Some students cannot think of anything to say
in the conversation spotlight.
Immediate correction of errors that occur
during conversation session may inhibit the
student.

20. Students are not interested in conversation
activity.
Students are at different proficiency levels.
Students become to so embroiled in a
conversational subject that the atmosphere is
charged with tension.
They use English for a few minutes, then lapse
into their native language.
The group is so large that guided conversation

22. A teacher’s personality and outlook
Four Major Sources of Motivation
1. Joy of discovery
2. Satisfaction of control
3. Joy of remembrance
4. Elation of use