According to Stephen Krashen, language acquisition occurs when comprehension of real message occurs, real language acquisition develops slowly. The best methods are those that supply “comprehensible input” in low anxious situations, containing messages that students really want to hear. I believe that “comprehensible input” is really important, so it facilitates the input of a new language for students of that language. Teachers need to create comprehensible input for the students.
It is useful to have in mind that language is communication and this communication is effective with the help of language. A language uses words to communicate ideas, opinions and facts in a meaningful way. So, it is important to keep the messages given in a meaningful way for the students to understand the message and finally, the language.
Language acquisition occurs easily in a relax atmosphere, where the student is willing to learn and doesn’t feel any pressure. They should keep their affective filter low and they “should not be put on the defensive”. The teacher should facilitate this atmosphere by not correcting the student all the time only when it is necessary such as in a grammar homework activity. The knowledge of grammar should be provided by sets of easy grammar rules that the student learns easily and this helps the student to produce new content applying this grammar rules. This is the best method to facilitate the fluency and proficiency of a second language acquisition.
The content taught is relevant and it depends on the interests and likes of the students. A language learner will acquire a language more easily if the student is very interested in that content. So the teacher should look for the interests of the learners and create interesting lessons for the students. Students react in a more positive way to appealing lessons, so they feel involved and willing to learn this appealing content.
The teacher should be the facilitator of learning. The lesson should focus on the students and how and what they are learning. The teacher is the facilitator of this learning process and the students should work on their learning process to acquire new input effectively.
To deliver an outstanding lesson, teachers should break a lesson into episodes: a starter, main part and a plenary. For the starter, the teacher can write the objectives for today’s lesson on the blackboard or Smart board, this way students know what they are going to learn and what the teacher expects from the students. We could talk about SMART objectives, using the WILF (What I am looking for…) and WALT acronyms (We are learning to…). We can make students work in pairs of small groups, depending of their abilities and with the objective of making them use the second language in a more spontaneous and creative way.