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When teaching English as a foreign language, it is important to consider the nuts and bolts of language learning: vocabulary, grammar and function. This unit discusses what factors are involved in selecting and teaching these three bulwarks of the language.
Students must learn new vocabulary to express a range of ideas, concepts, actions and emotions. A teacher must choose appropriate vocabulary to teach based on the students and the task at hand with regard to frequency of usage and teachability. A student then must then know the meaning, the usage, the grammar, the interactions, the spelling and pronunciations of these words. The teacher should then choose appropriate activities to form an ESA lesson structure. Of course, arrow, boomerang and patchwork ESAs can be created.
Grammar is the scaffolding on which all student vocabulary will be placed. To properly learn a grammar point, a student must know meaning, usage, forms and patterns as well as differences in spoken and written forms. Again, the teacher must choose appropriate activities to fit into one of the three ESA lesson plans.
Languages also include functions along with vocabulary and grammar. Functions include asking, suggesting, answering, inviting, agreeing and disagreeing. Students must be able to ask questions, invite peers to attend or do different activities or agree/disagree with a conversation partner's remarks to fully make use of the language. The boomerang ESA approach often works well with teaching functions.
