Chapter 9 Flashcards
Guided-imagery activity
Teacher guides learners in recalling relaxing images. Idea is to create a relaxed classroom environment that promotes pronunciation learning.
Visual reinforcement
Use of visual aids to reinforce internalization of sounds. Phoneme (IPA) charts, pictures with associated sounds, sound-color chart (Silent Way)
auditory reinforcement
Using sounds to reinforce internalization of sounds. Memory Peg.
memory peg
Associating an auditory clue with a sound, such as “choo-choo” with /tʃ/. Can also be a short phrase associated with vowel pairs for vowel discrimination, such as “see it” for /iy, ɪ/, or “fat bird” for /æ, ɜr/
tactile reinforcement
Use of touch to physically determine features such as aspiration (hand to mouth), vibration (hand to throat), or awareness of tongue position (against alveolar ridge for /d/)
kinesthetic reinforcement
Body movement associated with speech to reinforce stress and intonation. Wiz of Oz exercise, etc.
neurolinguistic programming
Connection between body, thoughts, and emotions. Incorporates both relaxation and multi sensory techniques. Central to NLP are neurological processes called states; awareness of states helps learners change pronunciation, even fossilized pronunciation.
simulation
A drama technique, form of extended role play. Learner adopts a persona and improvises dialog in a given scenario (no written text)
shadowing
An imitation technique, part of drama technique. Learner repeats either along with or slightly after the speaker. No body movement.
mirroring
Another imitation technique. Learner repeats simultaneously with speaker, imitating speaker’s body movements, facial expressions, and gestures.
Jazz Chant
Short, conversational chants with a strong rhythmic beat. Used for reinforcing stress and rhythm in speech. Especially effective when accompanied by body movement.
Oral-dialogue journal
Free-speech recordings made by the learner and assessed by the teacher. Used to promote oral fluency. Teacher provides feedback on selected aspects of accuracy.
Anxiety
Cognitive, affective, and behavioral dimensions
Cognitive: self-preoccupation, worry, irrelevant thorughts, negative self-evaluations, low self-esteem, feelings of inferiority
Affective: arousal tension, discomfort, sweating and shacking, etc.
Behavioral: avoidance and attempts to escape the situation.
Social anxiety
Fear of negative evaluation by others. Based on poor social skills, lack of verbal fluency, difficulty processing nonverbal signals, focus on personality, appearance, etc., perceived to be unappealing, interruptions in task-performance.
Self-efficacy
A person’s beliefs about their capability or competence to perform a particular behavior.
Efficacy expectation: a learner’s belief about producing vowel sounds
Outcome expectation: a learner’s beliefs about the consequences of accurate vowel sound production (being able to communicate successfully with native speakers).
Outcome expectations are dependent on self-efficacy judgments. Important to encourage learners to have optimistic expectations about their ability to perform successfully so that they have more positive mood, show greater persistence, and learn more.
Self-efficacy beliefs do not guarantee success, but a lack of such beliefs greatly increases the probability of failure.
Self-efficacy is based on Mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective indices (incereased heart rate, sweating, hyperventilation, which usually debilitate performance).
Total time hypothesis
Relationship between learning and time-on-task. More time, more learning.
Deliberate practice
Highly effective. Learners focus on task, make conscious effort to imrpve, receive immediate feedback, have conscious knowledge of their performance, and perform the same or similar task repeatedly.
Distributed practice
A large number of shorter learning sessions is more effective than cramming. “little and often”
Expanding retrieval
A learning schedule whereby items are initially tested shortly after learned, with the delay gradually increasing across subsequent trials. Greater learning from producing the answer from memory rather than simply recognizing it.
Testing effect
Testing has a stronger memory effect than repeated (receptive) study. Studying twice and testing yourself twice is more effective than studying four times.
Rote learning
Memorization. Useful for proceduralizing and automatizing bottom-up aspects of language.
Meaningful learning
Language acquisition is the marriage of meaning and linguistic form, so semantic processing (top-down) is necessary.
Meaningful encoding
New information is related to pre-existing knowledge in personally relevant ways. Learners integrate different pieces of information (synthesize the information). Result of both is a neural network rather than a list of information.
SQ3R
Survey, Question, Read, Recite, Review. Important for memorization
Survey: skim/preview to obtain an overview of the information.
Question: think of relevant questions
Read: look for answers and integrate them into your own knowledge and experiences
Recite: Remember and produce the key ideas.
Review: Synthesize the information from different parts of the readings.
