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Máster > 17MSEC COMPLEMENTARY TRAINING FOR FOREIGN LANGUAGE DISCIPLINE > Flashcards

17MSEC COMPLEMENTARY TRAINING FOR FOREIGN LANGUAGE DISCIPLINE Flashcards

1
Q

Cognitivism

A

In response to behaviourism
Changed focus from things happening outside the S > things happening IN S’s brain
Knowledge is an INTERNAL PROCESS governed by RULES
Info is 1) acquired, 2) processed, and 3) applied
Learner is ACTIVE
Prioritize thinking, problem-solving, language, concept formation, info processing
How learner processes info (INTERNAL)
COMMUNICATIVE APPROACH, CLT

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2
Q

Behaviourism

A

Relationship between child’s behavior and adult’s punishment/reward
Learner is reactive to different STIMULI
Primary concern is stimulating right response (show flashcard (stimulus), say right word (response))
Learner is PASSIVE
T strategies are repetitive and verbal
What learner DOES (EXTERNAL)
AUDIO-LINGUAL METHOD

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3
Q

Constructivism

A

Learners “construct” the meaning from their own experiences
T = assistant in S’s learning
Learner is ACTIVE
How learner processes and applies info (INTERNAL/EXTERNAL)
PROB-BASED LEARNING

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4
Q

Humanism

A

Emphasis on what makes us human + its relevance to learning
Objective: autonomy/self-actualization
No timetables - learners in charge of education
Montessori / Maslows

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5
Q

Transformative education

A

See world thru lens of ETHICS
Challenge injustice
Power, privilege, social structure
Dialogue Ts + Ss
Individual + collective transformation
Bell Hooks / Paulo Freire

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6
Q

Interdisciplinary field

A

Combo of 2+ academic fields for a certain purpose
(Psychology + Linguistics = Psycholinguistics
Sociology + Linguistics = Sociolinguistics
Neurology + Linguistics = Neurolinguistics)

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7
Q

Psycholinguistics

A

How are we able to understand, process, and use language?
Language comprehension, production, + 1st and SLA

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8
Q

Neurolinguistics

A

Which areas of our brain are related to the
production of language?
Aphasias (difficulties in producing speech), rxn of the brain to input + its production of output

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9
Q

Sociolinguistics

A

How does SOCIETY influence our language?
Why do we speak differently depending on the social context?
Context, how language is used, cultural
norms…
Variables: age, sex, dialect, social class
REGISTER [formal, informal… depends on
where we are and to whom we are talking]

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10
Q

Pragmatics

A

The ways in which context and previous knowledge affect meaning

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11
Q

CLT

A

Communicative Language Teaching
Emphasis on comm. thru INTERACTION
ENG to communicate (not to repeat structures/vocab)
Fluency > Accuracy
Goal is COMMUNICATIVE COMPETENCE
authentic texts + incorporating Ss’ personal interests/experiences (i.e. fav historical characters)

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12
Q

Communicative Competence

A

Communicative Language Teaching
An ability to choose right verbal and non-verbal medium as well as to take into consideration the specific speaking situation

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13
Q

Register

A

A variety of language used for a specific purpose with a group of language characteristics whose boundaries are usually defined by the context

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14
Q

Why have we adopted English as the lingua franca?

A
  1. Political, economic and historical reasons [after World War II/ past events related to the British Empire].
  2. Developed countries and their influence on science, technology and economics
  3. Simple grammar
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15
Q

Anglosphere

A

Countries of the world in which the English language and cultural values predominate

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16
Q

Teacher-centered approach

A
  • Knowledge T -> S
  • Ss are PASSIVE
  • Outside real context
  • T = info-giver + primary evaluator
  • Teaching + assessing are separate
  • Only right answers matter!
  • Assessment = scored tests
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17
Q

Student-centered approach

A
  • Ss gather info/knowledge thru inquiry, communication, critical thinking + problem solving
  • Ss are ACTIVE
  • Real-life contexts
  • T = facilitator/guide
  • teaching + assessing go hand-in-hand
  • Intxn + learning from errors are important
  • Assessment = papers, portfolios, projects…
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18
Q

Structural Methods

A

Grammar Translation
Audio-Lingual

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19
Q

Interactive Methods

A

Direct Method, Silent Way, Community Language Learning, Suggestopedia, Total Physical Response

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20
Q

Modern Methods

A

Communicative Language Teaching (CLT), Content + Language Integrated Learning (CLIL)

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21
Q

Grammar Translation Method

A

Aim: develop Ss’ mental ability + discipline,
ability to translate/read literary texts
Use L1 to teach
Grammar drills, translation (L1 > ENG then ENG > L1)
Prioritize form over content (ignore pronunciation/communication)

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22
Q

Direct Method

A

“NATURAL Method”
Aim: Communication! Pronunciation/oral
Use ENG at all times to create “natural” env.
No translation!
No printed materials (less natural)
S participation is key - need to speak to learn

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23
Q

Audio-Lingual Method

A

Aim: provide Ss w/ basic units of communication
ENG at all times
Repeat single sentence/dialogue multiple times
*Speaking + Listening skills
Use native speakers or recordings
T-CENTERED

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24
Q

The Silent Way

A

GATTEGNO
Aim: create safe environment so S is comfortable while learning,
improve learning potential of Ss
T silent as much as possible, uses charts (Fidel) and rods (Cuisenaire)
T points to chart + S pronounces sound that color represents
No praise for correct answers, NO ERROR CORRECTION

25
Q

Community Language Learning

A

CURRAN
Class = community, Ss must interact to help each other
NO syll/textbook - Ss decide what to learn
T = counselor, S = client
T must be aware of Ss’ feelings, thoughts, + motivation

25
Q

Suggestopedia

A

LOZANOV
Suggestion + Pedagogy
AIM: Make Ss feel comfortable + confident in learning environment
T-controlled
T prepares classroom (classical music, art, etc.)
3 h a day for 24 days
Groups of 12, = # boys and girls

26
Q

Total Physical Response (TPR)

A

ASHER
AIM: Mix language learning + movement
Listening before speaking; L1 only at beginning
Start w/ inx that T gives and Ss must follow

27
Q

CLIL

A

MARSH
Content and Language Integrated Learning
Learning other subjects in L2 in a “normalized” environment
- use REALIA
- T speaks slowly at first, use repetitions, visual aids, demonstrations, etc.
- Later T relies on cooperative/ind. learning
- Less direct language teaching, more content

28
Q

FLL

A

Foreign Language Learning
When the L2 is NOT an official language
i.e. learning Eng in Spain

29
Q

SLA

A

Second Language Acquisition
When the L2 IS an official language
Learning Catalán in Cataluña

30
Q

Input

A

Language data we are exposed to

31
Q

Intake

A

Input that has been processed by the student (what they actually learn)

32
Q

Output

A

The production we are able to make
Final step, measured in terms of fluency/accuracy

33
Q

Uptake

A

Output produced by the learner in reaction to the T’s feedback

34
Q

Error

A

When the S produces incorrect output w/ something that have NOT studied yet

35
Q

Mistake

A

When the S produces incorrect output w/ something they HAVE ALREADY studied

36
Q

ESP

A

English for Specific Purposes
- meets specific needs of learners
- uses methodologies/activities from discipline it serves
- focus on grammar, lexis, register, study skills, discourse + genre related to discipline

37
Q

Curriculum

A

Action plan w/ all elements that make up the educational system

38
Q

Competence

A

a combination of knowledge, skills and attitudes appropriate to the context.
Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment.

39
Q

Threshold Level

A

Jan A. Van Eyk
Intermediate level of knowledge of a language which makes possible our interaction in daily life in a foreign country
All 4 skills in every unit

40
Q

Intercultural competence

A

Sociocultural and cross-cultural knowledge, aiming at the development of cultural mediation competence.

41
Q

Savoirs

A
  1. Interpreting + Relating: (savoir
    COMPRENDRE) knowing how to interpret documents/events from other cultures
  2. Discovery + Interaction: (savoir
    APPRENDRE/FAIRE) ability to acquire new knowledge of a culture/cultural practices
  3. Intercultural Attitudes: (savoir ÊTRE) curiosity + openness to other cultures.
  4. Critical Cultural Awareness: (savoir S’ENGAGER) Ability to critically evaluate our own culture + others’.
42
Q

CEFRL

A

Common European Framework of Reference for Languages
Provides a common basis of evaluation, objectives, content + methods in 2nd/foreign language education

43
Q

Critical Literary Model

A

Literariness of the plot (why is it considered “literary”?)
Students have to analyse plot, characters, motivation, psychology…
Usually for upper-intermediate levels

44
Q

Stylistic Model

A

Description + analysis of text (no interpretation)

45
Q

Language-based Model

A

Similar to stylistic approach (no interpretation)
Focuses on vocab, grammar + syntax

46
Q

Culture Model

A

Introduces cultural aspects of the L2 such as history, geography, politics, etc.
Teacher-centred

47
Q

Personal Growth Model

A

Emphasis on the use of the Ss’ personal experience as a way to engage with literary works

48
Q

Approach

A

Theories and beliefs that explain the learning process
EX: the communicative approach

49
Q

Methodology

A

A link btwn THEORY and PRACTICE

50
Q

Method

A

A FIXED teaching system
Set of techniques explained by/based on an approach/theory
EX: Direct Method, Audio-Lingual Method, TPR, Silent Way…

51
Q

Technique

A

Each of the means thru which we support the learning process
EX: group discussions, immediate feedback, etc.

52
Q

Interlanguage

A

The learner’s current version of the language they are learning

53
Q

COMMUNICATIVE COMPETENCES - LIST

A
  1. Grammatical
  2. Discourse (coherence/cohesion)
  3. Sociocultural (taking turns, appropriateness)
  4. Strategic (resourcefulness)
  5. Digital
54
Q

Types of Register

A
  1. Frozen (Bible)
  2. Formal (political speech)
  3. Consultative (T/S)
  4. Casual (friends)
  5. Intimate (close friends / fam)
55
Q

Elements of a Curriculum

A
  • Objectives
  • Competences
  • Contents
  • Methodology
  • Learning standards
  • Evaluation criteria
56
Q

LOMLOE

A

Ley Orgánica 3/2020, de 29 de diciembre, por la que se Modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación

57
Q

Self-selected + Sustained Silent Reading

A

Krashen + Mason
Ss choose what literature to read
Reading is most effective way to learn language
10-15 mins a day in class

58
Q

4 Language Activities CEFRL

A
  1. reception
  2. production
  3. interaction
  4. mediation

Máster (7 decks)

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