Eng 345 Post # 4

In the reading The End of CLT, it discussed a negative side of the what CLT (Communicative Learning Teaching) concentrates on which is something that has been used in the past. The idea of CLT is that if you are learning a language you need to be learning that language in the target language. With that said, there was a proposition in the idea that there can only be one method in teaching L2 learners and that in every situation it would be satisfactory. However, we all know that there is not just one method for teaching. As we have discussed numerous times, every classroom and L2 learner is diverse. Therefore, in order for a learner to learn in ways that are best fitting to them, the teaching in CLT needs to be accommodated to each learner and classroom. There can not simply be one method. I do, however, agree with the CLT that speaking in the target language is an important skill, it just may not be the most important. In my opinion, I feel that depending on the level of the learner in their L2 language depends on how much of the target language needs to be spoken. If they are advanced, of course it should be all in the target language, but at beginner and intermediate levels, there needs to be diverse methods in order for complete comprehension which is a huge factor in learning a language that needs to be adressed.
Another topic that branches off of what was talked in the earlier in regards to different methods  according to Skehan,  had to deal with input and interaction with communicative activity and task based structures. Skehan mentioned that although input and interaction combined were beneficial, it was not enough. What Skehan stated was the most important was form. When learning English as a young child, I never paid attention to form and any type of strategies for that matter. Therefore, when I think about my English language abilities I can never relate. However, in my L2, Spanish, I realized that form is a really important aspect in learning a language since I would compare comprehension and and structure to my L1 language.
After reading these, I took a moment to think about my experience  I had as an L2 learner and I thought about the methods that worked for me. Now that I am at a more advanced level, I prefer the concentration of my learning in that target language, however as I was learning, I preferred not only direct translations but also the translations as to how native speakers of the language say it. I also did like feedback and input. Although, the consistent error making helping would get annoying and make my self esteem go down, I did like knowing the correct way to say something so that I would not make the same mistake again. I want to take my experience as an L2 learner and take my methods of learning into my teaching but also adapting to those of my students. A question to consider, What were the ways in which we all learned our L2, and what methods did we appreciate the most, and how can we incorporate them in to our teaching?