Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 1 - ECBL
| Question | Answer |
|---|---|
| Factors Influencing Language Learning | Personal and Psychological Factors Cognitive Factors Motivation Factors Social Factors |
| Factors Influencing Language Learning - Personal and Psychological Factors (1) | Learner's learning strategies |
| Factors Influencing Language Learning - Motivation Factors (3) | Learner's Attitude Learner's Personality Integrative & Instrumental motivation |
| Factors Influencing Language Learning - Social Factors (4) | Teacher's teaching strategies Social Influences Social Media Learning environment & conditions |
| Metacognitive Awareness (5) | Self-awareness Language awareness Cognitive awareness Social awareness Intercultural awareness |
| Self-awareness | Knowing your strengths & weaknesses |
| Language awareness | Understanding how language works & how it is used |
| Cognitive awareness | Knowing which strategies help you learn |
| Social awareness | Understanding how you learn with others |
| Intercultural awareness | Being open to different cultures & perspectives |
| Teaching Foreign Languages - What should be considered? | Scaffolding Feedback - metalinguistic awareness Creating a need and desire to use English Exposure to varied and meaningful input Practice and use the language |
| Teaching Foreign Languages - What should be considered? Scaffolding | Scaffolding is the support a teacher or a more knowledgeable person provides to help a learner accomplish a task they couldn't do alone. |
| Teaching Foreign Languages - What should be considered? Zone of Proximal Development | Zone of Proximal Development is the range between what a learner can do independently and what they can do with guidance or support |
| Teaching Foreign Languages - What should be considered? Feedback on learning | Provide feedback on learning and help children notice the underlying pattern in language (metalinguistic awareness) |
| Teaching Foreign Languages - What should be considered? Metalinguistic awareness | Metalinguistic awareness is the ability to think about and reflect on how language works- understanding that language is a system with rules and that words and structures can be analysed or manipulated. |
| Teaching Foreign Languages - What should be considered? Create a need and desire to use English | - |
| Teaching Foreign Languages - What should be considered? Exposure to varied and meaningful input | Provide exposure to varied and meaningful input with a focus on communication. Diversity of text types Language diversity |
| Teaching Foreign Languages - What should be considered? Practice and use the language | Provide opportunities to practice and use the language in different contexts. Social interaction Out-of-school activities Create a friendly atmosphere in which children can take risks |
| Most Common Approaches (7) | Communicative approach Task-based learning Activity-based learning Audio-lingual Model Total physical response Cross curricular (interdisciplinary view) Story based learning |
| Common Approach - Communicative Approach | Getting students to communicate (orally & writing) No explicit grammar instruction Writing, Reading, Listening, Speaking are emphasised |
| Common Approach -Task-Based Approach | Lesson based around a central task Target language is necessary to achieve the outcome Focuses on the language & the learning process |
| Common Approach - Activity-Based Approach | Child centred approach Child is actively involved in participating mentally and physically This approach is based on learning by doing |
| Common Approach - Audio-lingual model Approach | Repetition is ley to language learning (listening, repeating, memorizing) Grammar is not the main focus Accuracy in speaking is the highest goal of this approach |
| Common Approach - Total-physical response Approach | Connection between physical movements and language acquisition Emphasis on vocabulary (related to physical movement) Grammar is not taught explicitly but learned inductively through exposure to different phrases |
| Common Approach - Cross Curricular Approach (Interdisciplinary view) | Connection between subjects Favours dynamic use of learning topics to be covered and skills/competences to be developed in a number of different areas across the curriculum |
| Common Approach - Story-based learning Approach | Pre-, While-, and Post- activities related to the same story |
| Common Approach - Teaching- Centred Approach - (A&D) | Advantages: Structure, inspiration, guidance, purpose Disadvantages: Pupils have little opportunity for real interaction, merely repeating what teacher says. May generate passivity, lack of creativity, lack of ownership |
| Common Approach - Learning- Centred Approach - (A&D) | Advantages: Allows pupils to 'be the teacher' Fosters independence and ownership of learning Disadvantages: Problems depending on context/ traditional methods used |
Created by:
aoifenichualain.