final exam Flashcards
Theory of language: Functional model and 7 funtions of Halliday
Communicative Language Teaching
Theory of learning: Mix of creative-construction hypothesis, interactional, skill-learning and sociocultural
Communicative Language Teaching
Theory of language: interactional, cognitive, functional and hollistic view
whole language
Theory of learning: sociocultural
cooperative language teaching
Theory of language: functional and interactional
Competency-based language teaching and cooperative language teaching
Theory of learning: constructivism and humanistic view
whole language
Theory of language: structural and lexical model
lexical approach
Theory of learning: similar to behaviorism, traced theory and Asher’s hypothesis
Total Physical response
Theory of learning: skill-based and practice
Competency-based language teaching
no theory of language
multiple intelligence
theory of learning: interactional and Krashen’s theory
Natural approach
Krashen’s Theory about language acquisition
- acquisition-learning hypothesis
- Monitor hypothesis
- The natural-order hypothesis
- the input hypothesis
- the active-filter hypothesis
7 Functions of halliday
Instrumental, Interactional, Imaginative, Regulatory, Representational, Personnal and Heuristic
theory of learning: hollistic and multisensory view
multiple intelligence
9 multiple intelligence
- Linguistic
- Logical
- Visual
- Musical
- Kinesthetic
- Interpersonal
- Intrapersonal
- Naturalist
- Existential
perceptual mismatches
- Cognitive
- Communicative
- Linguistic
- Pedagogic
- Strategic
- Cultural
- Evaluative
- Procedural
- Instructional
- Attitudinal
no explicit theory but close to structural and lexical theory of language
Total Physical response
Theory of learning: not explicit but mostly cognitive-code learning and 4 principles
the lexical approach
Asher’s learning hypothesis
- bio program (similarity of L1 learning and L2 acquisition)
- brain lateralization (right hemisphere before left for language)
- reduction of stress
10 macrostrategies
- Maximize learning opportunities
- Facilitate negociated interaction
- Minimize perceptual mismatches
- Activate intuitive heuristics
- Foster language awareness
- Contextualize linguistic input
- Integrating language skills
- Promote learner’s autonomy
- raise cultural consciousness
- Ensure social relevance
3 possible options of Post-methods era
- matching the teaching to the method
- Adapt the method to teaching context
- develop a personal approach
3 post-methods conditions
- an alternative to method
- Teacher autonomy
- Principled pragmatism
Competency-based language teaching: student’s role
Strategic communicator, self-monitors against target competencies. active participant intransfering knowledge to new situations
Teacher’s role of Communicative Language Teaching
independant participant, needs analyst, communication facilitator and encourages fluency
decoding approach, skills acquired, recogniton of components
bottom-up processes
lexical approach: teacher role
learnerslanguage analyst, facilitates data-driven and discovery-based learning
Student’s role:Communicative Language Teaching
collaborator, active and communicative participant
having the joint responsability
Cooperative Language Learning: teacher role
facilitator, group learners, organizes group work, structures cooperative tasks, encourages critical thinking
Teacher’s role of Whole language
active participant, facilitates learning process and negociation with learners
lexical approach: learner role
data and discourse analyst, discoverer, strategic learner
teacher role in multiple intelligence
supports students learning, orchestrates multisensory learning experiences, develops students multiple intelligence
Competency-based language teaching: teacher’s role
needs analyst, identifies and communicates learning objectives, provide continous feedback in relation to learnig objectives
learner role in multiple intelligence
designer of his own learning, work on self-improvement (not only in terms of language), find and work with his intelligence
Cooperative Language Learning: learner role
facilitates an inclusive social environement, interdependent participant with other learners for learning outcomes, active learner
syllabus of CLT
notional-functional syllabus:
- the situations
- the topics
- the functions
- Notions
- the vocabulary and grammar
more than components, background (already in mind), integration of 4 skills, based on the context and use of cognition
top-down processes
Student’s role of Whole language
collaborator, evaluator, self-directed learner, selector of learning material and activities
factors involved in the implementation of CBLT programs
- sucessfull functioning in society
- life skills
- task or performance orientation
- modularized instruction
- outcomes that are made explicit a priori
- continuous and ongoing assessment
- Demonstrated mastery of performance objectives
- individualized instruction
4 principles to facilitates learning in Lexical Approach
- Noticing
- Cognitive processing
- Exposure
- Comparison with L1
4 step syllabus of Multiple Intelligence
- Awaken the intelligence
- Amplify the intelligence
- Teach wih the intelligence
- Transfer the intelligence
what does a successful language group depends on? (CLL)
- positive interdependance (mutual support)
- Group formation (size from 2-4, selection method and members roles)
- Individual accountability (group and indiidual performance)
- social skills (instruction)
- structuring and structures (ways to interact)
natural approach, learner’s role
communicative participant
natural approach, teacher’s role
lower affective-filter, source of comprehensible input, selector of activities
Total Physical Response: learner’s role
listener, performer
Total Physical Response: teacher’s role
make decisions, controls the language in class, director of a stage play where students are actors
