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SLT > final exam > Flashcards

final exam Flashcards

1
Q

Theory of language: Functional model and 7 funtions of Halliday

A

Communicative Language Teaching

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2
Q

Theory of learning: Mix of creative-construction hypothesis, interactional, skill-learning and sociocultural

A

Communicative Language Teaching

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3
Q

Theory of language: interactional, cognitive, functional and hollistic view

A

whole language

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4
Q

Theory of learning: sociocultural

A

cooperative language teaching

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5
Q

Theory of language: functional and interactional

A

Competency-based language teaching and cooperative language teaching

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6
Q

Theory of learning: constructivism and humanistic view

A

whole language

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7
Q

Theory of language: structural and lexical model

A

lexical approach

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8
Q

Theory of learning: similar to behaviorism, traced theory and Asher’s hypothesis

A

Total Physical response

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9
Q

Theory of learning: skill-based and practice

A

Competency-based language teaching

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10
Q

no theory of language

A

multiple intelligence

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11
Q

theory of learning: interactional and Krashen’s theory

A

Natural approach

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12
Q

Krashen’s Theory about language acquisition

A
  1. acquisition-learning hypothesis
  2. Monitor hypothesis
  3. The natural-order hypothesis
  4. the input hypothesis
  5. the active-filter hypothesis
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13
Q

7 Functions of halliday

A

Instrumental, Interactional, Imaginative, Regulatory, Representational, Personnal and Heuristic

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14
Q

theory of learning: hollistic and multisensory view

A

multiple intelligence

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15
Q

9 multiple intelligence

A
  1. Linguistic
  2. Logical
  3. Visual
  4. Musical
  5. Kinesthetic
  6. Interpersonal
  7. Intrapersonal
  8. Naturalist
  9. Existential
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16
Q

perceptual mismatches

A
  1. Cognitive
  2. Communicative
  3. Linguistic
  4. Pedagogic
  5. Strategic
  6. Cultural
  7. Evaluative
  8. Procedural
  9. Instructional
  10. Attitudinal
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17
Q

no explicit theory but close to structural and lexical theory of language

A

Total Physical response

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18
Q

Theory of learning: not explicit but mostly cognitive-code learning and 4 principles

A

the lexical approach

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19
Q

Asher’s learning hypothesis

A
  1. bio program (similarity of L1 learning and L2 acquisition)
  2. brain lateralization (right hemisphere before left for language)
  3. reduction of stress
20
Q

10 macrostrategies

A
  1. Maximize learning opportunities
  2. Facilitate negociated interaction
  3. Minimize perceptual mismatches
  4. Activate intuitive heuristics
  5. Foster language awareness
  6. Contextualize linguistic input
  7. Integrating language skills
  8. Promote learner’s autonomy
  9. raise cultural consciousness
  10. Ensure social relevance
21
Q

3 possible options of Post-methods era

A
  1. matching the teaching to the method
  2. Adapt the method to teaching context
  3. develop a personal approach
22
Q

3 post-methods conditions

A
  1. an alternative to method
  2. Teacher autonomy
  3. Principled pragmatism
23
Q

Competency-based language teaching: student’s role

A

Strategic communicator, self-monitors against target competencies. active participant intransfering knowledge to new situations

24
Q

Teacher’s role of Communicative Language Teaching

A

independant participant, needs analyst, communication facilitator and encourages fluency

25
Q

decoding approach, skills acquired, recogniton of components

A

bottom-up processes

26
Q

lexical approach: teacher role

A

learnerslanguage analyst, facilitates data-driven and discovery-based learning

27
Q

Student’s role:Communicative Language Teaching

A

collaborator, active and communicative participant

having the joint responsability

28
Q

Cooperative Language Learning: teacher role

A

facilitator, group learners, organizes group work, structures cooperative tasks, encourages critical thinking

29
Q

Teacher’s role of Whole language

A

active participant, facilitates learning process and negociation with learners

30
Q

lexical approach: learner role

A

data and discourse analyst, discoverer, strategic learner

31
Q

teacher role in multiple intelligence

A

supports students learning, orchestrates multisensory learning experiences, develops students multiple intelligence

32
Q

Competency-based language teaching: teacher’s role

A

needs analyst, identifies and communicates learning objectives, provide continous feedback in relation to learnig objectives

33
Q

learner role in multiple intelligence

A

designer of his own learning, work on self-improvement (not only in terms of language), find and work with his intelligence

34
Q

Cooperative Language Learning: learner role

A

facilitates an inclusive social environement, interdependent participant with other learners for learning outcomes, active learner

35
Q

syllabus of CLT

A

notional-functional syllabus:

  • the situations
  • the topics
  • the functions
  • Notions
  • the vocabulary and grammar
36
Q

more than components, background (already in mind), integration of 4 skills, based on the context and use of cognition

A

top-down processes

37
Q

Student’s role of Whole language

A

collaborator, evaluator, self-directed learner, selector of learning material and activities

38
Q

factors involved in the implementation of CBLT programs

A
  1. sucessfull functioning in society
  2. life skills
  3. task or performance orientation
  4. modularized instruction
  5. outcomes that are made explicit a priori
  6. continuous and ongoing assessment
  7. Demonstrated mastery of performance objectives
  8. individualized instruction
39
Q

4 principles to facilitates learning in Lexical Approach

A
  1. Noticing
  2. Cognitive processing
  3. Exposure
  4. Comparison with L1
40
Q

4 step syllabus of Multiple Intelligence

A
  1. Awaken the intelligence
  2. Amplify the intelligence
  3. Teach wih the intelligence
  4. Transfer the intelligence
41
Q

what does a successful language group depends on? (CLL)

A
  1. positive interdependance (mutual support)
  2. Group formation (size from 2-4, selection method and members roles)
  3. Individual accountability (group and indiidual performance)
  4. social skills (instruction)
  5. structuring and structures (ways to interact)
42
Q

natural approach, learner’s role

A

communicative participant

43
Q

natural approach, teacher’s role

A

lower affective-filter, source of comprehensible input, selector of activities

44
Q

Total Physical Response: learner’s role

A

listener, performer

45
Q

Total Physical Response: teacher’s role

A

make decisions, controls the language in class, director of a stage play where students are actors

SLT (1 decks)

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