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English Majorship > Language Pedagogy, Curriculum, and Macro Skills > Flashcards

Language Pedagogy, Curriculum, and Macro Skills Flashcards

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1
Q

Traditional Language Approaches

A
  • Grammar Translation Method/Classical Method (GTM)
  • Gouin and Series Method (SM)
  • Direct Method/Natural Approach (DM)
  • Audiolingual Method/Army Method (ALM)
  • Cognitive Code Learning (CCL)
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2
Q
  • Vocabulary is taught through isolated words.
  • Reading of difficult classical texts has begun early.

Teacher’s Role: Evaluator
Medium of Instruction: L1 (Mother Tongue)

A

Grammar Translation Method/Classical Method (GTM)

  • Karl Plotz
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3
Q
  • Language learning is a matter of transforming perceptions into conceptions.

Medium of Instruction: Target Tongue (L2)

A

Gouin and Series Method (SM)

  • Francois Gouin
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4
Q
  • Second language learning should be more like first language (Target tongue L2)
  • English only policy — everyday vocabulary
  • Lots of oral interaction — little or no analysis of grammatical rules. (built on q and between teachers and students)
A

Direct Method/Natural Approach (DM)

  • Charles Berlitz
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5
Q
  • Dependence on mimicry, memorization, and over learning
  • great importance to pronunciation
  • Structural patterns are taught using repetitive drills (behaviorist)
  • very little use of L1 (error free utterances)
A

Audio-lingual Method/Army Method (ALM)

  • funded by the U.S Military during WWII
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6
Q
  • role of teacher MODEL
  • little to no grammar
  • use of tapes, language labs, visual aids
A

Audio-lingual Method/Army Method (ALM)

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7
Q
  • conscious awareness of rules and their applications to second language learning

Medium of instruction: GTM +ALM

A

Cognitive Code Learning (CCL)

  • Chomskyan Revolutionists
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8
Q
  • extension of Charles Curran’s Counseling-Learning Model (affectively-based method)
  • Learners are regarded not as a class but as a group
A

Community Language Learning (CLL)

  • Therapy Like
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9
Q

Steps in Community Language Learning (CLL)

A

step 1: Learners are in a circle with the counselor outside

Step 2: Learners (L1) — counselor translates to L2 — learner repeats the sentence as accurately as possible.

Step 3: Conversation is taped and learners inductively attempt to glean information on new language

Step 4: counselor aids the clients from dependence to independence

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10
Q
  • being suggestible
  • state of relaxation
  • Use of Baroque music — provision of comfortable seats
A

Suggestopedia (Georgi Lozanov)

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11
Q
  • humanistic approach/discovery learning (problem solving and learning)
  • use of physical objects
  • learners should develop independence, autonomy, and responsibility (for high-intellectual learners — lack adequate guidance)
A

Silent Way (Caleb Gattegno)

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12
Q
  • learning is facilitated by accompanying physical objects
  • use of cuisenaire rods and colorful wall charts
A

Silent Way

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13
Q
  • children’s listening is accompanied by physical responses
  • Teacher (director) — Student (actor) imperative mood
A

Total Physical Responses (James Usher)

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14
Q
  • emphasizes the silent period until children feel ready to speak.
A

Natural Approach (Stephen Krashen — developed by Tracy Terrel)

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15
Q

Stages of Natural Approach:

A
  • Pre-Production: development of listening comprehension stage
  • Early Production: teacher doesn’t correct errors focuses on meaning not form
  • Extending Production: Activities are more on longer stretches of discourse
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16
Q
  • focused on all the components of communicative competence
  • Language Techniques: engage learners in the pragmatic, authentic, functional use of language for meaningful purposes

Teacher is facilitator

A

Communicative Language Teaching (CLT)

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17
Q
  • Fluency and accuracy are complementary
  • classroom tasks equip students with the skills to communicate in unrehearsed context outside the classroom
A

Communicative Language Teaching (CLT)

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18
Q

Second Language Acquisition: WAIVE

A
  • Welcoming
  • Accommodating
  • Invigorating
  • Valuing
  • Evaluating
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19
Q
  • examined the role of language in fostering a welcoming and positive environment
A

Welcoming

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20
Q

Teachers need strategies to help learners overcome anxiety

A

Accommodating

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21
Q

Teaching rests on relationships whether face to face or through online communication.

A

Invigorating

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22
Q

Internalization of English will lead individuals engaged in cross-cultural teaching to vale each situation uniquely

A

Valuing

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23
Q

Teachers want to try new methods if the result will decrease the test scores

A

Evaluating

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24
Q

The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative

A

Language Curriculum

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25
Q

What are the types of Communicative Competence?

A
  • Grammatical/Linguistic Competence
  • Sociolinguistic Competence
  • Discourse Competence
  • Strategic Competence
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26
Q
  • The acquisition of all linguistic skills like phonological rules, morphological words, syntactic rules, semantic rules and lexical items
A

Grammatical Linguistic Competence

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27
Q
  • socio-culturally appropriate
  • the pragmatic aspect of various speech acts — cultural values, norms, and other sociocultural conventions in social contexts
A

Sociolinguistics Competence

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28
Q

The knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written)

A

Discourse Competence (Communication Skills)

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29
Q

The knowledge of verbal and nonverbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication

A

Strategic Competence

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30
Q
  • takes up as much as 50% of our everyday communication time
  • the most used language skill (main channel of classroom instruction
  • ironically, neglected most of the time
A

Nature of Listening

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31
Q

Listening as a Skill

A
  • Listening for Details
  • LIstening for Gist
  • Drawing Inferences
  • Listening Selectively
  • Making Predictions
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32
Q

Listening for specific information

A

Listening for Detail

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33
Q

Listening to get only the main idea

A

Listening for Gist

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34
Q

Listening to fill in gaps and draw conclusions from the message uttered

A

Drawing Inferences

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35
Q

Listening only to specific parts of the input

A

Listening Selectively

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36
Q

Listening to create anticipations before and while listening

A

Make Predictions

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37
Q

Listening Process

A
  • Bottom-Up Listening
  • Top-Down Processing
  • Parallel Processing
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38
Q
  • primarily focuses on sounds that are used to build up units of information, such as words, phrases, clauses and sentences.
  • blank slate — from the source to you
A

Bottom-up Listening

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39
Q
  • Assumption is that learners must learn how to apply their schema or background knowledge to facilitate comprehension
  • idea to source
A

Top-Down Processing

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40
Q

It is now common knowledge that processing occurs at the same time (bottom-up and top-down)

A

Parallel Processing

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41
Q

Factors Affecting Listening

A
  • Knowledge of the Language System
  • Background Knowledge
  • Knowledge of Situation and Context
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42
Q

A learner would find difficulties or ease when listening if he/she is aware of the linguistic system of the language being used

A

Knowledge of the Language System (language)

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43
Q

A learner would find it easy or difficult to understand messages depending on how much schema does he/she have in relation to the message

A

Background Knowledge (topic)

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44
Q

A learner would find it easy or difficult to understand messages if he/she knows the situation and/or issues involved for creating such messages.

A

Knowledge of Situations and Context (inside jokes)

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45
Q

Types of Listening

A
  • Appreciative
  • Critical
  • Informative
  • Therapeutic
  • Transactional
  • Ethical
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46
Q

Listening for enjoyment

A

Appreciative

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47
Q

Listening to evaluate or scrutinize what is being said

A

Critical (judge)

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48
Q

Listening to learn something

A

Informative

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49
Q

Listening to support others but not to judge them

A

Therapeutic

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50
Q

Listening for business purposes

A

Transactional

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51
Q

Honest listening

A

Ethical

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52
Q

Types of Classroom Listening

A
  • Reactive/Imitative
  • Intensive
  • Responsive
  • Selective
  • Extensive
  • Interactive
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53
Q

Repeating back to speaker; tape recorder; pronunciation

A

Reactive/Imitative

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54
Q

bottom-up; focus on components (phonemes, words, intonation, discourse markers, etc.) of discourse

A

Intensive (grammar listening)

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55
Q

Designed to elicit immediate response

A

Responsive (listen because of the question)

56
Q

Find key information from distracting details

A

Selective

57
Q

Invoke other interactive skills (note taking, discussion, etc.)

A

Extensive

58
Q

Includes all those five (debates, conversations, group work)

A

Interactive (authentic listening)

59
Q
  • two-way process between speaker and listener
  • productive skill of speaking and receptive skill of listening with understanding
  • encoding the message the speaker wishes to convey in appropriate language
A

Nature of Speaking

60
Q

The most relevant features of pronunciation—stress, rhythm, and intonation— are given high priority instead of the role of articulation within words.

A

Teaching Pronunciation

61
Q

Pronunciation Factors

A
  • native language
  • age
  • exposure
  • innate phonetic ability
  • identity and language ego
  • motivation
62
Q
  • Most influential factor affecting a learner’s pronunciation
  • affects L2
A

Native Language

63
Q

Children under the age of puberty stand an excellent chance of sounding like a native if they have continued exposure in authentic contexts

A

Age

64
Q

Quality and intensity of exposure are more important than mere length of time

A

Exposure

65
Q

Ear for language (you easily get the language)

A

Innate Phonetic Ability

66
Q

One’s attitude toward speakers of the target language and the extent to which the language ego identifies with those speakers

A

Identity and Language Ego (tension, anxieties)

67
Q

The intrinsic motivation is the strongest factor that would affect the learners

A

Motivation

68
Q

The ability to use correct, clear, articulate, grammatically and phonologically correct rules of language.

A

Accuracy

69
Q

The natural, smooth, and flowing use of the language.

A

Fluency

70
Q
  • Clustering (chunking)
  • Reduced Form
  • Performance Variable
  • Colloquial Languages
  • Rate of Delivery
  • Stress, Rhythm, and Intonation
  • Interaction
A

Difficulties in Speaking

71
Q

Some learners don’t know when to pause; they should be trained that speaking has thought units or “breath groups”

A

Clustering (chunking)

72
Q

Some learners do not know how to make contractions, reduce vowels, shortened statements, etc.

A

Reduced Form

73
Q

Some learners find it difficult to avoid using fillers such as “uhm, ahh, well, you know, I mean, like, etc.” especially during formal speech presentations

A

Performance Variables

74
Q

Some learners find it difficult to use correct words, idioms, and phrases that are appropriate for a particular speech act

A

Colloquial Language

75
Q

Some learners are either too slow or too fast; they should be trained on how to deliver at an “acceptable speed”

A

Rate of Delivery

76
Q

If learners would not have any avenue to interact, then learning how to speak would be difficult, if not possible

A

Interaction

77
Q
  • Talk as Transaction
  • Talk as Performance
  • Talk as Interaction
A

Functions of Speaking

78
Q
  • for business
  • ex. Ordering food from a menu in a restaurant, asking someone for directions
A

Talk as Transaction

79
Q
  • classroom — for evaluation
  • ex. giving a class report about a school trip, making a sales presentation
A

Talk as Performance

80
Q
  • normal talk
  • model talk
  • ex. Making a small talk, reacting to what others say, opening and closing conversations
A

Talk as Interaction

81
Q

Presentation
Practice
Production

(PrePraPro)

A

Stage in Speaking

82
Q
  • Teacher: informant
  • Student: Listen and try to understand

— minimal for student participation

A

Presentation

83
Q
  • Teacher: Facilitator
  • Student: Do the Talking

— meaningful authentic

A

Practice

84
Q

Teacher: Manager/Adviser

Student: Speak for themselves

— free use as needed (Teacher)

A

Production

85
Q
  • Schema Activation
  • Vocabulary Development
  • Comprehension Development
A

Teaching Reading

86
Q

For learners to understand a “new” text, he/she should be able to connect this to previous knowledge or schemata

A

Schema Activation

87
Q

One way of activating schemata is

A

Previewing

88
Q

The skill of checking a reading material before actually reading it. — knowing the author, summary, genre, etc.

A

Previewing

89
Q

A reading lesson should inevitably develop vocabulary strategies or what some writers call “word-attack skills”

A

Vocabulary Development

90
Q
  • High Frequency Word
  • Academic Word
  • Technical Word
  • Literary Word
A

Types of Vocabulary Development

91
Q

Words that are usually encountered, repeated in the text

A

High Frequency Words

92
Q

Words that are used with the content area (jargons)

A

Academic Words

93
Q

Words that may have a different meaning in a certain discipline (register)

A

Technical Words

94
Q

Those words which are commonly used in literature (simile, metaphor, etc.)

A

Literary Words

95
Q

3 Tiers of Vocabulary Development

A
  • Tier 1, Tier 2, Tier 3
96
Q

Consists of the most basic words — do not have multiple meanings (the child knows the word)

ex. Book, girl, sad, run, dog

A

Tier 1

97
Q

Consists of high frequency words that occur across a variety domain, words occur often in adult conversations and literature (it needs to be taught)

ex. Masterpiece, fortunate, industrious

A

Tier 2

98
Q

Low frequency words that occur in specific domains — subjects in school, hobbies, occupations (jargons)

ex. Isotope, asphalt

A

Tier 3

99
Q
  • Literal Reading
  • Inferential/Interpretative Reading
  • Critical/Evaluative Reading
A

Types of Reading Comprehension Skill

100
Q
  • factual (recall character, setting, or time details, action, event, list sequence)
  • read the lines (Purely Reading)
A

Literal Reading

101
Q
  • inferential — answers to these questions may be implied (address motive or a character)
  • interpret theme, main idea, summarize (read between the lines)
A

Inferential/Interpretive Reading

102
Q
  • Connecting answers to these questions emphasize the “So What?” of the text
  • link text to prior knowledge, other texts, or human experiences in life
  • Giving an opinion about character (read behind and beyond the lines)
A

Critical/Evaluative Reading

103
Q

Phases in a Reading Lesson

A
  • Pre-Reading
  • While Reading
  • Post-Reading
104
Q
  • Previewing the new reading lesson
  • Stimulating question, picture, video clip, title, etc. — to capture the interest of the learners and prepare them to the main lesson
A

Pre- Reading (teacher)

105
Q
  • The main activity or lesson or text is presented.
  • presents the text to be read (identify topic sentence, distinguish between general and specific ideas)
A

While Reading (student)

106
Q
  • closure
  • understanding of the text may be evaluated or linked to other language activities ( creative discussions, follow up writing exercise)
A

Post- Reading (the teacher leave the classroom)

107
Q

Main Aspects in Writing

A
  • Purpose/Objective
  • Audience
  • Function
108
Q

Am I writing with a specific purpose? Or why am I writing?

A

Purpose/Objective

109
Q

Who is going to read? Or for whom am I writing?

A

Audience

110
Q

Am I going to write a report, a letter, or just a write up?

A

Function

111
Q

Nature of Teaching Writing

A
  • Permanence
  • Production Time
  • Distance
  • Orthography
  • Complexity
  • Vocabulary
  • Formality
112
Q
  • timeless
  • unlike oral language, written language is permanent and can be read and reread as often as one likes
A

Permanence

113
Q

Writers have more time to plan, review, and revise, unlike speakers who need to plan, formulate, and deliver in a very short span of time

A

Production Time

114
Q

The writer and the reader are usually away from each other in both time and space

A

Distance

115
Q

The written texts have a limited amount of information, unlike oral speech (e.g intonation l, stress, pitch volume, junctures, etc.

A

Orthography

116
Q

The written language is usually composed of longer clauses and subordinators, while spoken language is usually short

A

Complexity

117
Q

Writers will learn to take advantage of the richness of English vocabulary

A

Vocabulary

118
Q

Writing is more formal and more binding than spoken

A

Formality

119
Q

Types of Classroom Writing Performance

A
  • imitative or Writing Down
  • intensive or controlled writing
  • self-writing
  • display writing
  • real writing
120
Q
  • Students will simply “write down” English letters, words, and possibly sentences in order to learn the conventions of the orthographic code
  • usually done through dictation(spelling, note-taking)
A

Imitative or Writing Down

121
Q

Types of Intensive or Controlled Writing (Grammar)

A
  • Controlled Writing
  • Guided Writing
  • Dicto-comp
122
Q

The writer may be asked to change all the present verbs to past

A

Controlled Writing

123
Q
  • The teacher might get the students to tell a story just viewed on a video tape by asking them a series of questions
A

Guided Writing

124
Q

Dictate+compose

A

Dicto-comp

125
Q

Writing with the only self in mind as the audience

A

Self-Writing (Diary)

126
Q

For the purpose of later recall

A

Notetaking

127
Q

Students write thoughts, feelings, and reactions in a journal and an instructor reads and responds (two audiences)

A

Dialogue Journals

128
Q
  • short answer exercises, essay examination, research reports
  • for the development of the academic writing skills
A

Display writing (for submission)

129
Q

Aims at genuine communication of messages to an audience in need of those messages

  • Academic
  • Vocational/technical-real business letters, actual forms
A

Real Writing (outside the classroom)

130
Q

Approaches in Teaching Writing

A
  • controlled - free approach
  • free writing approach
  • paragraph-patterned approach
  • process approach
  • product approach
131
Q
  • This aims to reinforce grammar patterns, use correct syntax, punctuation, orthography, etc.
  • emphasis on accuracy — no room for mistakes
A

Controlled-free approach

132
Q

The focus is on the quantity of writing rather than quality, so students have more time to write subjects that are of interest to them.

ex. Brainstorming

A

Free Writing Apporach

133
Q

This approach focuses on the analysis of the different paragraph patterns, and later on the imitation of these patterns to form paragraphs.

A

Paragraph-Patterned Approach

134
Q

In this approach, the emphasis is on the writing process

A

Process Approach

135
Q

This is more concerned with the end result of the learning process. — views writing as a linear process.

Mastery of language before output

A

Product Approach

English Majorship (18 decks)

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