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CTEL > Ch3 > Flashcards

Ch3 Flashcards

1
Q

What two activities do cognitive process show promote SL learners to construct and internalize language-using rules and what shift has this caused in contemporary thinking about SLA?

A
  • Problem solving
  • Authentic communication
  • Contemporary thinking about SLA has shifted from “what the teacher does” to “what the learners do”.
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2
Q

Outside of the words, language that engages people includes these 8 things

A

1) Facial expressions
2) Physical gestures
3) Pauses
4) Hesitations
5) Intonation
6) Cadence
7) Inflection
8) High and Low Tonal Sounds

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3
Q

What language grammar has been analyzed for 2300 years

A

Greek and Latin grammar

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4
Q

What is true about copying Greek and Latin grammar for vernacular languages?

A

It isn’t always appropriate

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5
Q

What is the main goal of the historic and still used, Grammar-Transition Methodology?

A

Reading and grammar knowledge

  • Memorize words
  • Correct translations
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6
Q

What are the strengths and weakness of Grammar-Transition Methodology

A
    • Strengths
  • Desired results clearly defined
  • Curriculum can be carefully structured and controlled
    • Weaknesses
  • Few student choices
  • Little contact with actual language speakers
  • Little social context, curiosity, exploration
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7
Q

What was the basis of Structural Linguistics? What two languages would this approach be difficult?

A

The comparison of languages for the purposes of teaching (contrast analysis)
- English and Chinese

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8
Q

What is core of behaviorism?

A

The mind is a blank slate that must be filled

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9
Q

What are 4 teaching methods that have their source in behaviorism?

A
  • Audiolingualism: Oral practice
  • ** Direct Teaching
  • Explicit objectives
  • Sequenced steps / rules
  • Carefully scripted, efficient
  • Regular testing / remediation
  • ** Master Learning
  • Self-paced / monitored DT
    • Total Physical Response TPR
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10
Q

What are the advantages and disadvantages of behavioral method of teaching.
** Audioligualism

A
    • Strength:
  • Focus on correct pronunciation
    • Weaknesses
  • Limits exposure to target culture
  • Fails to emphasize self-motivated SLA
  • Puts pressure on classroom and doesn’t enable spontaneous communication
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11
Q

What are the advantages and disadvantages of behavioral method of teaching.
** Direct Teaching / Mastery

A
    • Strength
  • Focus on a subset of skills with immediate remediation
    • Weaknesses
  • Students seldom set own goals or pursue interests
  • Little time to explore language creativity
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12
Q

What are the general weaknesses of Behavioral Teaching?

A
  • May work in the short term but reaches a point of diminishing returns
  • Students may not reach “critical literacy” necessary for higher level success in the culture
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13
Q

What is sometimes true about how a student sounds when using Audiolingual Instruction?

A

They sound like they know more than they do

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14
Q

What was the goal of Transformational Grammar (never became popular)

A

Understand and describe the internalized rules around Chomsky’s LAD (Language Acquisition Device)

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15
Q

What two useful ideas of communicative competence did Hymes present?

A

1) The use of language in the social setting is more important than language performance
2) Social structure is an essential element in linguistic interaction

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16
Q

What is currently language teaching being shaped by, taking precedence over teaching?

A

The Cognitive Paradigm

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17
Q

What has emerged as the dominant approach to learning including SLA?

A

Cognitive psychology

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18
Q

According to the cognitive model of SLA put forward by Krashesn’s Monitor Model, SLA structures are acquired in a predictable order if (2 things)

A

1) Student obtains comprehensible input

2) Anxiety is low enough to allow input into their minds

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19
Q

Krashesn’s comprehensible input involves (5 things)

A

1) Predictable elements
2) Shorter sentences
3) More intelligible, well-formed utterances
4) Less subordination
5) More restricted vocabulary/topics with focus on communication

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20
Q

In terms of SLA, how to CUP and SUP differ?

A

CUP (Common Underlying Proficiency) states that a primary language serves as a basis for SLA, while SUP (Separate Underlying Proficiency) state that proficiencies need to be relearned for SLA.

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21
Q

How do BICS and CALP compare in terms of context and how does this affect the time taken for mastery?

A

BICS is “context embedded” while CALP is “context reduced” and may take considerably longer: 5 vs 2 yrs

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22
Q

What is true of many of the skills in CALP

A

They are a refinement of BICS skills

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23
Q

What can be used to introduce more extensive vocabulary and poetry?

A

Place the rhyming patterns of playground chants on wall charts

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24
Q

What may be true about direct learning strategies over time.

A

They may become automated

25
Q

What is true about indirect strategies and give examples (4)

A

Students are generally aware they use the an indirect learning strategy.

  • Rehearsal
  • Retrieval
  • Cover (create the impression the learner is in control when gaps exist)
  • Code switching
26
Q

What adapted instruction ideas incorporate indirect strategies?

A
  • Familiarize L2’s with language strategies
  • Practice formulaic expressions to cover most interactions
  • Code switch (with restraint)
27
Q

What are 3 types of direct strategies incorporated in CALLA and describe each.

A
  • Cognitive: critical thinking, acquiring study skills, etc.
  • Metacognitive: planning, monitoring, performance evaluation, self-knowledge
  • Social-affective: manage emotions, self-talk, work with others
28
Q

When is schema building necessary?

A

When students have little prior knowledge of a topic

29
Q

What do Information-Processing Theories believe about the mind?

A

It functions similarly to a computer

30
Q

What “takes the stimuli for further processing in Information-Processing Theories?

A

Perception

31
Q

What do Information-Processing Theories believe about demanding tasks

A

Only 1 at a time

32
Q

How can teachers do to enhance perception according to Information-Processing Theories

A
  • State purpose of lesson
  • Arouse curiosity. “What happens if …”
  • Vary sensory channels
  • Use movements, gestures, voice inflection, colored pens
33
Q

How do Information-Processing theories view memory?

A

Short-Term: (20-30 sec)

Long-Term: Takes effort and strategies can help

34
Q

How do Parallel/Distributed Models of information processing view learning?

A

The acquisition and strengthening of brain patterns

35
Q

What is Emotional Intelligence?

A

The capacity for motivating ourselves and managing our emotions well in ourselves and our relationships

36
Q

What is “Emotional Scaffolding”?

A

When a lesson is designed that involves students personal lives (culture, etc.)

37
Q

What is the brain’s primary function?

A

Learning

38
Q

Many parts of the brain process simultaneously to interact with the environment. What do they process?

A

Thoughts
Emotions
Imagination
Senses

39
Q

What is true about learning and brain physiology?

A

Learning engages the entire physiology

40
Q

Are emotions crucial to memory?

A

Yes

41
Q

Learning involves __ attention and __ perception

A

focused

peripheral

42
Q

Learning involves __ and __ processes

A

conscious

unconscious

43
Q

Learning is __ by challenge and __ by threat

A

enhanced

inhibited

44
Q

There are at least two types of memory. Which one is better?

A

Spatial is better than rote

45
Q

What type of stress is good for learning?

A

eustress

46
Q

How do the sides of the function in language?

A

Left: Listening, talking, reading, understanding
Right: Effective communication, understanding the point

47
Q

How is Constructivist Learning described? (offshoot of Cognitivist)

A

Students are guided to take responsibility for constructing their own knowledge within complex and challenging learning environments

48
Q

What are 4 characteristics of Constructivist Learning? (offshoot of Cognitivist)

A
  • Individually tailored
  • Students ask, discuss, explain and present
  • Project based
  • Teacher is a learner as well
49
Q

What is Communicative Competence?

A

The aspect that enables speakers to convey and interpret messages and meanings interpersonally within specific contexts

50
Q

What are the 4 components of Communicative Competence?

A

Grammatical
Sociolinguistic
Discourse
Strategic

51
Q

What common activity is good for developing Communicative Competence?

A

Role playing

52
Q

Why is Vygotsky’s sociocultural theory of cognitive development called “Social Constructivist”?

A

Learners use their language to help one another make sense of the world

53
Q

What is Vygotsky’s sociocultural idea of “Zone of Proximal Development”, where he believes learning can take place?

A

The gap between unassisted and assisted performance.

54
Q

What does Discourse Theory believe to be the key to SLA

A

Face-to-face interaction

55
Q

According to Discourse Theory, what 4 things produce the interlanguage (intermediate system) that L2 learners use to learn another language?

A
  • L2 Knowledge
  • L1 Competence
  • Ability with the functions of language
  • General world knowledge
56
Q

What does Semiotics study?

A

The ways humans use signs to make meanings

57
Q

What are the 3 types of signs in Semioatics?

A
  • Symbols: Arbitrary
  • Icons: Resemble what the represent (A picture of a table)
  • Indexes: Indicate fact or condition (Thunderclouds represent rain)
58
Q

What does Translanguaging posit regarding learning L2?

A

L1 and L2 (and L3) are used in a fluid, dynamic and complex interdependence as L2 is learned.

CTEL (13 decks)

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