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With the learners’ experience as the source of the teaching and learning material, Language Experience Approach emphasizes on promoting reading, writing, speaking and listening of the target language and requires the learner to develop language skills through active involvement in specific activities that “contextualize language, integrate skills, and point toward authentic, real-world purposes”(Brown, 2007). LEA was initially developed for native English-speaking children and later on adapted for Maori-speaking children in New Zealand as a technique for literacy development (Cairney, 2008), but more recently LEA has been used in the field of SLA with learners of diverse linguistic backgrounds.
Ⅰ. Features of LEA
Firstly, LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain consistent (Hall, 1970). “Materials are learner-generated.” The essence of LEA is to create teaching materials and help learners to learn from their own vocabulary, language patterns, and background of experiences. Therefore, the difficulty and complexity of vocabulary and grammar totally depend on the learners’ own language use. Since reading texts are culled from meaningful activities closely related to the learners’ life and interests, the learning material is definitively personalized, interesting and creative. LEA distinctively meets two criteria recommended by Krashen and Terrell (1983) for determining whether reading materials are appropriate for L2 learners: The reading must be 1) at a comprehensible level of complexity and 2) interesting to the reader. In LEA,
Secondly, although LEA was developed primarily for the improvement of reading skills, it has been proved to an integrated approach, which works effectively in developing learners’ listening, speaking, and writing skills as well. Being able to communicate in English is the general goal of each second language learner. The cultivation and emphasis on communicative competence in classroom is essential for L2 learners, especially for EFL learners since they seldom get chance to practice their oral and listening skills after class. LEA includes listening and speaking in all most every aspects of the learning process as we will see in the design of it. Recommended LEA activities include peer discussions, responding to literature, shared writing, etc. The cultivation of communicative competence and integration of the four skills in LEA perfectly serves the needs of L2 learners. Thirdly, LEA is appropriate for learners at various levels of English proficiency. L2 learners possess different levels of proficiency in the various competencies of the target language, which makes it challengeable for teachers to facilitate instruction that effectively meets the needs of each individual student. LEA relies on prior life experiences or prior knowledge of the learners. The learning text is collaboratively generated. There are various following-up activities based on learners’ proficiency level, which help refine and extend learners’ literacy skills. LEA offers teachers an instructional framework for meeting learners at their (proficiency) level and helping them use their strengths as speakers and listeners to build reading and writing skills (Dixon
Ⅰ. Features of LEA
Firstly, LEA is as diverse in practice as its practitioners. Nonetheless, some characteristics remain consistent (Hall, 1970). “Materials are learner-generated.” The essence of LEA is to create teaching materials and help learners to learn from their own vocabulary, language patterns, and background of experiences. Therefore, the difficulty and complexity of vocabulary and grammar totally depend on the learners’ own language use. Since reading texts are culled from meaningful activities closely related to the learners’ life and interests, the learning material is definitively personalized, interesting and creative. LEA distinctively meets two criteria recommended by Krashen and Terrell (1983) for determining whether reading materials are appropriate for L2 learners: The reading must be 1) at a comprehensible level of complexity and 2) interesting to the reader. In LEA,
Secondly, although LEA was developed primarily for the improvement of reading skills, it has been proved to an integrated approach, which works effectively in developing learners’ listening, speaking, and writing skills as well. Being able to communicate in English is the general goal of each second language learner. The cultivation and emphasis on communicative competence in classroom is essential for L2 learners, especially for EFL learners since they seldom get chance to practice their oral and listening skills after class. LEA includes listening and speaking in all most every aspects of the learning process as we will see in the design of it. Recommended LEA activities include peer discussions, responding to literature, shared writing, etc. The cultivation of communicative competence and integration of the four skills in LEA perfectly serves the needs of L2 learners. Thirdly, LEA is appropriate for learners at various levels of English proficiency. L2 learners possess different levels of proficiency in the various competencies of the target language, which makes it challengeable for teachers to facilitate instruction that effectively meets the needs of each individual student. LEA relies on prior life experiences or prior knowledge of the learners. The learning text is collaboratively generated. There are various following-up activities based on learners’ proficiency level, which help refine and extend learners’ literacy skills. LEA offers teachers an instructional framework for meeting learners at their (proficiency) level and helping them use their strengths as speakers and listeners to build reading and writing skills (Dixon