Volume

7 of Issue 2 of Foreign Language Annals was very helpful in evaluating

teaching strategies that should be incorporated to the classroom. This article
written by Aleidine J. Moeller1 and Janine Theiler explains a mixed study of High
School oral language development. The study focuses on the entire four year
learning process and results for high school students in the spoken area of foreign
language learning.

The study concluded that currently, the oral level of students who fulfill their
language requirement is lacking. Some possible problems are, first that struggling
learners are not being helped directly at the beginning of their foreign language
learning experience and therefore, do not continue past the two year requirement
because it is stressful and difficult for them.

Secondly, a possible contributor to the low foreign language speaking levels

of high school graduates is due to the types of activities included in their learning
experience. Moeller and Theiler share that rehearsal and repetition, consciousness-
raising, and use of discourse markers, were underrepresented in the set of
textbooks that were analyzed and this could be leading to limited variety in
language learning. The authors also suggest that an increased use in technology may
greatly help with higher proficiency levels because of its ample opportunities for a
plethora of activity options and communication abilities.

As I plan my unit, I will consider the deficiencies that are brought to light in

Moeller and Theilers study. From reading this study, I learned that variety is key in
order to connect with all learners and emphasize all language functions. My teaching

will be integrated with rehearsal, consciousness-raising, and discourse markers

despite what the textbook offers. I need to go beyond the standard curriculum to
give my students the best education.

The second article I read was focused on the content of my unit plan. In

Heigning-Boyntons article, The Case for a Realistic Beginning-Level Grammar

Syllabus. In this article, the author is speaking strongly about what she believes to
be the best way to present grammar in a beginner level class. I am affirmed about
the content that I will be teaching through my unit plan. In her article, Heigning-
Boynton states that direct grammar explanation is not necessary in the beginning
levels of language learning. Instead, she emphasizes the idea of chunking which is
to teach small bits of information at a time (Heigning-Boynton). The author
argues that this is beneficial for the students as they they begin learning the new
language. Chunking is a great method for helping the information move from short
memory to the long term memory.

As I will be teaching through the TPRS method (Total Physical Response,

Storytelling), chunking is the main idea that emphasizes the importance of these
episodes that help students retain and reuse what they are learning. My unit plan
includes two stories that exemplify this idea of chunking. My hope as is Heigning-
Boyntons is that the students will feel successful through learning this material and
be encouraged to continue with dedication in their language learning.

Work Cited:

Moeller, A. J. and Theiler, J. (2014), Spoken Spanish Language Development at the

High School Level: A Mixed-Methods Study. Foreign Language Annals, 47: 210
240. doi: 10.1111/flan.12085

Heining-Boynton, Audrey L. "The Case for a Realistic Beginning-Level Grammar
Syllabus The Round Peg in the Round Hole." Project Muse 93.1
(2010). Education Abstracts. Web. 25 Oct. 2014.