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SL teaching
| Question | Answer |
|---|---|
| Which methods are from the prescientific-era? | Direct method GTM |
| What is the name of the era after the pre-scientific era ? | Methods era |
| What is the main focus of the GTM ? Speaking, writing, reading or listening? | Writing and reading |
| GTM, Unilingual or bilingual instruction? | Bilingual, L1 as the medium of instruction |
| GTM, emphasis on ... ? | Accuracy |
| GTM, deductive or inductive? | Deductive |
| DM, attention is on ... ? | Pronunciation |
| Which language is used for DM? | Only L2 |
| DM focus is on? | Speaking and listening first |
| DM, deductive or inductive? | Inductive grammar |
| Problems of DM? (5) | Lacks linguistics, overemphasis similarities with first language, requires native speaker teachers, dependent on teacher's skill(no textbooks), monolingual instruction is not efficient |
| What are the characteristics of methods era? | The rise and fall of a variety of language teaching approaches and methods Notion of teaching methodology Methods with various Goals, Assumptions about a 2nd lg, Preferred teaching techniques, materials and activities The quest for the “best” method |
| Methods Era : assumptions behind methods and approaches? (4) | -is theoretically sound - includes a set of well-defined procedures -leads to effective levels of language learning -improves the quality of teaching |
| What is the Post-Method Era? | Search for an alternative to method rather than an alternative method The diversity in terms of : § Learning and teaching needs and wants § Situations § Available resources |
| What are the 3 aspects of Anthony’s (1963) model? | Approach, method, technique |
| What is the technique according to Anthony’s (1963) model? | What actually takes place in a classroom in order to accomplish the objectives; classroom procedures; Implementational |
| What is the approach according to Anthony's (1963) model? | A set of correlative assumptions and beliefs about the nature of language teaching and learning; Axiomatic |
| What is the method according to Anthony's (1963) model? | An overall plan for the orderly presentation of language material, based on the approach; choices are made about the content, skills, and the order of presentation; procedural |
| What qualifies the arrangement of Anthony's (1963) model? (2) | - It is hierarchical - it moves from a general and abstract level (approach) to a specific and concrete level (technique) |
| What are the advantages of Anthony’s (1963) model? | Simplicity and comprehensiveness in showing the relationship between the theoretical principles and the practices derived from them |
| What are the disadvantages of Anthony’s (1963) model? | Insufficient attention to : - The nature of the method - The role of the teachers and learners; the role and form of instructional materials - How an approach can be realized in a method; How the two are related |
| What are the levels in Mackey’s model (1965)? | method and technique |
| Mackey’s model (1965) is based on? (4) | Based on selection, gradation, presentation, and repetition |
| What doesn't work with Mackey’s model (1965)? (3) | - More of a textbook analysis model than a teaching analysis - Lacking the approach level - Not dealing with the actual classroom behaviors of teachers and learners (text-based analysis, not classroom-based analysis) |
| What are the elements A and B in "approach" of Anthony’s revised model? | A: A theory of the nature of the language (the philosophy or belief of a method) • B: A theory of the nature of language learning (the cognitive, personal, interpersonal, and social process in 2nd lg learning) |
| What are the elements A, B, C, D, E and F in "design" of Anthony’s revised model? | A: The objectives of the method • B: Syllabus model (lg content selection & organization) • C: Activities (learning tasks and teaching activities) • D: Learners roles • E: Teachers roles • F: The role of the instructional materials |
| What is the element A in "procedures" of Anthony’s revised model? | A: Classroom techniques, practices, and behaviors in classroom |
| What is PPP? | Presentation - Practice - Production |
| In PPP, what means the Presentation? | A text, audio, or visual used to present the grammar in a controlled manner |
| In PPP, what means the Practice? | A controlled practice phase through drills, and transformations, gap-fill or cloze activities, and multiple choice questions |
| In PPP, what means the Production? | A transfer of the structure to freer communication through dialogs and other activities |
| What is the objective of the AudioLingual Method? | conversational proficiency |
| The AudioLingual Method is : Based on the ____________ of contact with the target language | Intensity |
| What are the Key factors in the birth of American ALM? (AudioLingual) Name 2. | Success of the Army Method, High demand for multilingual military personnel due to WW II, Rise of foreign students entering USA, Increased attention given to foreign language teaching in the US, Need to keep up with the scientific advances in the world |
| What is the sequence used in AudioLingual M? | Aural training - pronunciation training - speaking reading - writing |
| How can you describe the contrastive analysis used in AudioLingual Method? | systematic comparison of two languages (phonological and grammatical patterns) in order to solve the problems of foreign language learning |
| What is the theory of learning in AudioLingual M? | Behavioral psychology |
| How does behaviorist learning process works? ALM | - A stimulus to elicit behavior - A response triggered by the stimulus - Reinforcement to inhibit or encourage the future occurrence of the response (based on association) |
| Behavior in language learning? ALM | - What is taught (stimulus) - The learner’s response/reaction (response) - Extrinsic approval of others (Ts, Sts,) or intrinsic selfsatisfaction (reinforcement) |
| AudioLingual M, deductive or inductive? | Inductive teaching of grammar (analogy): Explanations of rules are postponed until students have practiced a pattern in a variety of contexts so that they can form correct analogies. |
| In AudioLingual M., Language teaching involves teaching both _________ and ___________ system of its speakers. | Linguistics Cultural system |
| In AudioLingual M., Language forms are first presented in ________ from before they are seen in _________ form. | Language forms are first presented in spoken from before they are seen in written form. |
| In audioLingual M., Foreign language learning is basically a process of mechanical habit formation. Correct verbal habits are formed by memorizing dialogues, performing pattern _________ in order to minimize the errors (bad habits). | Drills |
| What is the long term objective for AudioLingual M.? | Using language as a native speaker (true bilingual) |
| What are the short term objectives for AudioLingual M.? | Training in listening comp, accurate pronunciation, recognition/reproduction of speech symbols-Control structures of sounds, form, order in the new lang-Acquaint. with voc. items that brings content in structures-Meaning of verbal symbols for Nspeakers |
| How is the syllabus in AudioLingual M.? (2) | - Key items of phonology, morphology, and syntax (ordered partly based on contrastive analysis) - A lexical syllabus of basic vocabulary items |
| What is the order of language skills acquisition in AudioLingual M.? | - Listening (Aural training), speaking, reading, writing - Recognition and discrimination, imitation and repetition, memorization - Accuracy (minimizing errors) before fluency |
| What are the 2 Types of learning and teaching activities in AudioLingual M.? | - Dialogues(context. of key structures +provid. the relevant situations in which they are used+ cultural aspects of the target language -repet. +memo. (correct pronunci., stress, rhythm+ intonation) - Drills(gramma. patterns in the dialog used for variou |
| What is the student role in AudioLingual M.? (3) | - Organisms to be directed by skilled training techniques - Having a reactive role by responding to stimuli - Having little control over content, pace, or style of learning |
| What is the teacher role in AudioLingual M.? | - Teacher-dominated method (similar to SLT) (Model target language-Control direction +pace of learning-Monitor and correct the learners’ performance) - Failure to learn signals the improper app. of the method by teacher or learner not the method itself |
| What is the role of instructional materials in AudioLingual M.? | -assist the teacher to develop lang. mastery in learner -not used in elementary phases as it believed to divert attention from aural input -application of technology:recorders, audiovisual equip. (esp. when the teacher was not a Nspeaker), lang. lab. |
| What is the Procedure in AudioLingual M.? | -Mainly an oral approach; extensive oral instruction for the immediate and accurate speech -Little room for grammatical explanation or language analysis -L2 as the medium of instruction -Classes of up to 10 learners as optimum -A typical AL lesson |
| What caused The decline of Audiolingualism? | - Theoretical underpinnings of audiolingualism were attacked. (by Chomsky) - Practitioners found the practical results of the method as inadequate. - The crisis in language methodology and lack of alternatives in the 1970s and 1980s |
| Communicative Competence: Hymes (1972) : Language could be used to perform social functions; humans have an ability for language use that fulfills social functions; we know if it is : ? | - ‘possible’ to say something (grammatically, lexically, etc) - ‘feasible’ to say it (even if it is grammatically possible) - ‘appropriate’ in a given context - actually ‘occurs’ (or said) even if it is possible, feasible and appropriate |
| In Communicative Competence, What are Areas of Metacognitive Strategy Use | - Goal Setting (deciding what one is going to do) -Appraising (taking stock of what is needed, what one has to work with, and how well one has done) -Planning (deciding how to use what one has) |
| What are some elements of the Communicative Competence approach? (3) | -Emphasis on non-linguistic elements -Language knowledge: Competence for grammar Competence for use vs. -Performance (actual ‘use’ of language judged by its acceptability in the context of use) |
| In Communicative Competence, What is an element of Lado’s model of language proficiency? | -Language as a system of communication comprising of: • Phonemes • Morphemes • Phrases • Clauses • Sentences |
| What can we say about vocabulary in Oral Approach and SLT? | Vocabulary selection: Vocabulary as an essential components of both language learning and reading skill - Frequency count: a core of 2000 essential words |
| What can we say about grammar in Oral Approach and SLT? | Grammar control: classification of major grammatical structures into sentence patterns (substitution tables) to help the internalization of sentence structure rules -Pattern: S-Vtr-DO -The dog catches the ball. The baby likes bananas. Dogs chase cats. |
| In Oral Approach and SLT : Language teaching begins ________language. _________ presentation is before the presentation of ________ form. | 1. Spoken 2. Oral 3. Written |
| What is the medium of instruction in Oral Approach and SLT? | L2 is the medium of instruction. |
| In Oral Approach and SLT : Language points are introduced and practiced based on ______________. | Situations |
| In Oral Approach and SLT : How should grammar be taught? | Grammar should be taught in a graded fashion starting from simple point to complex one. |
| In Oral Approach and SLT : How can you describe the learning of vocabulary? | Vocabulary selection procedures are followed to cover essential vocabulary |
| In Oral Approach and SLT : When are reading and writing introduced? | Reading and writing are introduced after establishing the lexical and grammatical basis. |
| In SLT : What is the theory of language? | Structuralism : Language is seen as a system of grammatical patterns/structures that has to be mastered to learn a language; Language is viewed as purposeful activity related to goals and situations in the real world. |
| In SLT, what is the theory of learning? | Theory of learning: behaviorist habit-learning theory |
| How does The process of language learning works in SLT? | - receiving the knowledge or materials, - fixing it in the memory by repetition, - using it in actual practice until it becomes a personal skill |
| In SLT, deductive or inductive grammar? | Inductive approach to teaching of grammar |
| In SLT, : Classroom language learning was expected to be applied to situations outside the classrooms (_____________). | Classroom language learning was expected to be applied to situations outside the classrooms (generalization). |
| In SLT: Forming correct speech habits through blind imitative __________. | drills |
| What are the objectives of SLT? | -Teach a practice command of four basic skills through structure -Accuracy of both pronunciation and grammar -Errors to be avoided -Development of automatic control of basic structures and sentences patterns in reading and writing through speech work |
| How is the syllabus in SLT? | -Structural (situational) syllabus and a word list -Structural syllabus: a list of basic structures and sentence patterns arranged in a certain order -Example on page 49 -N.B. a narrow definition of situation (pictures, realia, actions, and drills) |
| The design of SLT, what are the Types of learning and teaching activities? | -A situational approach presenting new sentence patterns+drill-based manner of practicing -Situations to demonstrate the meaning of language items -Practicing tech.: guided repletion and substitution act., such as chorus repetition, dictation, drills |
| What are the teacher's responsibilities in SLT? | - Timing - Oral practice - Revision - Adjustment to special needs of individuals - Testing - Developing additional language activities |
| What is the role of the instructional materials in SLT? | - Both textbook and visual aids - Highly organized lessons planned around the grammatical structures accompanied by visual aids such as wall charts, flashcards, pictures, stick figures, etc. - Textbook as a guide employed by the master (teacher) |
| What are the learner's roles in SLT? | - Initially:listen, repeat and respond to the questions and commands. - No control on the content of learning - Later, more room is provided for student initiation and responses. |
| What are the teacher's roles in SLT? | A model during presentation stage: setting up situations+ modeling new structure for students to repeat A skillful conductor or manipulator during practice stage An organizer of review *SLT is a teacher-directed method highly depends on teacher’s skill |
| What can we say about the structure of SLT? | - From controlled to free practice of structures - From oral use to the automatic use in speech, reading, and writing |
| What would be A typical lesson (Pittman, 1963) in SLT? | - Pronunciation ¡ Revision (to prepare for new work if needed) ¡ Presentation of the new structure or vocabulary ¡ Oral practice (drilling) ¡ Reading of material on the new structure, or written exercise |
| How can you describe Communicative Competence | It is how we explain things |
| What was the goal of the students in GTM | learn a language in order to read its literature or benefit from the mental discipline and intellectual development resulting from it |
| What are the disadvantages in Mackey’s model (1965) ? | More of a textbook analysis model than a teaching analysis Lacking the approach level Not dealing with the actual classroom behaviors of teachers and learners (text-based analysis, not classroom-based analysis) |
| What is 1A: Functional model? | Language is a vehicle for the expression of functional meanings and for performing real-world activities. Related to the concept of communicative competence |
| What is 1A: Structural model? | Language is a system of structurally related elements for the coding of meaning. |
| What is 1A: Cognitive model? | Language shows the properties of the mind: -as a computer having input, process, and output Representationalism: Storing internal representation of the external events abstract knowledge acquisition: (Chomsky) |
| Examples of 1A Cognitive model? | Universal Grammar Grammar Translation Method Cognitive-code approach Silent Way |
| Examples of 1A: Structural model? | Audiolingual Method Situational Language Teaching Total Physical Response |
| Examples of 1A: Functional model? | Communicative Language Teaching English for Specific Purposes (ESP) Competency-Based Language Teaching |
| What is 1A: Interactional model? | Language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals; a tool for the creation and maintenance of social relations |
| Examples of 1A: Interactional model? | Task-Based Language Teaching |
| What is 1A: Sociocultural model? | Language is seen a communicative activity in which social context is central. Knowledge is socially constructed through social interaction and reflects the learner’s culture, customs, beliefs, etc. |
| Examples of 1A: Sociocultural model? | Task-based Language Teaching Content-Based Instruction Cooperative Language learning |
| What is 1A: Genre model? | Genre: An area of human activity where there are norms of language usage, such as in science, business, literature (text-type) |
| Examples of 1A: Genre model? | Task-Based Instruction Content-Based Instruction ESP and EAP |
| What is 1A: Lexical model? | Based on the role of lexis and lexical chunks or phrases in language and the interrelatedness of grammar and vocabulary. |
| Examples of 1A: Lexical model? | Based on corpus studies Lexical Approach Content-Based Instruction |
| What is 1B: Behaviorism? | Language is a process in which specific behaviors are acquired in response to specific stimuli based on positive or negative reinforcement (Skinner, 1957). -habit formation through repetition and reinforcement. minimize the mistakes |
| Examples of 1B: Behaviorism? | Audiolingual Method |
| What is 1B: Cognitive-code learning? | An alternative to behaviorism Language learning as a cognitive process through deductive and inductive learning and meaningful practice PPP (Presentation-Practice-Production) in Situational Language Teaching |
| Examples of 1B: Cognitive-code learning? | Silent way |
| What is 1B: Creative-construction hypothesis? | .Learning is not the reproducing input but a creative process that is common among all learners regardless of their language background. Errors are seen as signs of learning. |
| Examples of 1B: Creative-construction hypothesis? | Communicative Language Teaching Task-Based Language Teaching |
| What is 1B: Skill learning? | Skills as integrated sets of behaviors learned through practice; made of components that can be learned separately or not. Learning is seen as the dev. from controlled (consciously directed by the learner) to automatic processing over time |
| What is 1B: Interactional theory? | Learning is an interactive process and learners need to work together to achieve mutual understanding. Negotiation of meaning is central. Modif. of input by more competent speakers and the feedback less competent speakers receive results in learning |
| What is 1B: Constructivism? | Learning is not the passive process of knowledge internalization. Rather, it is the result of learner’s internal construction of meaning. Learning is a dynamic process that has both cognitive and social dimensions. Student-centered and project-based. |
| What is 1B: Sociocultural learning theory? | An extension of constructivism and interactional theory. Learning=results from dialogue between learner and more knowledgeable person- in a particular social setting+there is interaction - people, objects, culturally organized activities, events |
| What is 1B: Individual factors? | Learning style preferences (working alone or in groups) Affective factors (anxiety, shyness, inhibition, enthusiasm) Motivation (attitude, desire, interest, willingness) Learning strategies (planning, managing, and evaluating one’s learning) |
| Is there a relationship between language theory and learning theory? | Yes. Ex:structural linguistics+behaviorist psychology=Audiolingualism Language theory: a model of language competence and its basic features of ling. org. and language use Learning theory: processes of learning and conditions that promotes lang. learn. |
| The link between theory and practice is _____? | “DESIGN” |
| What are 2A: Objectives? | Different theories of language and language learning determine the learning outcome of a method. The specification of a particular outcome is the product of design. |
| What is 2B: The syllabus? | The form in which linguistic material is specified in a course or method; decisions about what to talk about (subject matter) and how to talk about it (linguistic matter) |
| What could contains a situational and audiolingual syllabus? | a list of grammatical items along with list of vocabulary items |
| List different types of syllabus. | grammatical, lexical, functional, situational, topical or contentbased, competency-based, skills-based, task-based, test-based, and integrated (A priori syllabus) |
| What is 2C: Learning and teaching activities? | The choice of learning and teaching activities can clearly distinguish methods and approaches. Ex.: Audiolingualism: extensive use of dialogues and pattern practice |
| What is 2D: Learner roles? | Types of activities learners carry out The degree of control learners have over the content The pattern of learner groupings The degree to which learners influence the learning of others The view of the learners as processor, performer, initiator, etc |
| What is 2E: Teacher roles? | The type of functions teachers should have The degree of control the teacher has over how learning should take place The degree of control the teacher has over the content The interactional patterns between Ts and Ss |
| What is 2F: The role of instructional materials? | The primary goal of materials (to present or practice content)To facilitate comm. Form of materials. The relation of materials to other sources of input. The abilities of teachers.The amount of time, attention, and detail.Day-to-day learning objectives |
| What is 3. Procedure? | Actual moment-to-moment techniques, practices, and behaviors The dimensions of a method at the level of procedure : presentation, practice, feedback. |
| Why do methods rise and fall? | Paradigm shift Support networks Practicality Teacher’s language proficiency Used as the basis for published materials and tests Compatibility with local traditions |
| What kind of model is used in the actual Quebec educational system? | Functional model 1. Competence approach 2. C1, C2, etc. 3. ? |
| What are the 7 models in 1A? | Cognitive Structural Functional Interactional Sociocultural Genre Lexical |
| What are the learning theories in 1B? (6) | Behaviorism Cognitive-code Creative-Construction Skill Interactional Constructivism |
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