Language Pedagogy, Curriculum, and Macro Skills Flashcards
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)
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
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
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
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
6
Q
- role of teacher MODEL
- little to no grammar
- use of tapes, language labs, visual aids
A
Audio-lingual Method/Army Method (ALM)
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
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
9
Q
Steps in Community Language Learning (CLL)
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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
10
Q
- being suggestible
- state of relaxation
- Use of Baroque music — provision of comfortable seats
A
Suggestopedia (Georgi Lozanov)
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)
12
Q
- learning is facilitated by accompanying physical objects
- use of cuisenaire rods and colorful wall charts
A
Silent Way
13
Q
- children’s listening is accompanied by physical responses
- Teacher (director) — Student (actor) imperative mood
A
Total Physical Responses (James Usher)
14
Q
- emphasizes the silent period until children feel ready to speak.
A
Natural Approach (Stephen Krashen — developed by Tracy Terrel)
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
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)
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)
18
Q
Second Language Acquisition: WAIVE
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- Welcoming
- Accommodating
- Invigorating
- Valuing
- Evaluating
19
Q
- examined the role of language in fostering a welcoming and positive environment
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Welcoming
20
Q
Teachers need strategies to help learners overcome anxiety
A
Accommodating
21
Q
Teaching rests on relationships whether face to face or through online communication.
A
Invigorating
22
Q
Internalization of English will lead individuals engaged in cross-cultural teaching to vale each situation uniquely
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Valuing
23
Q
Teachers want to try new methods if the result will decrease the test scores
A
Evaluating
24
Q
The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative
A
Language Curriculum
25
What are the types of Communicative Competence?
- Grammatical/Linguistic Competence
- Sociolinguistic Competence
- Discourse Competence
- Strategic Competence
26
- The acquisition of all linguistic skills like phonological rules, morphological words, syntactic rules, semantic rules and lexical items
Grammatical Linguistic Competence
27
- socio-culturally appropriate
- the pragmatic aspect of various speech acts — cultural values, norms, and other sociocultural conventions in social contexts
Sociolinguistics Competence
28
The knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written)
Discourse Competence (Communication Skills)
29
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
Strategic Competence
30
- 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
Nature of Listening
31
Listening as a Skill
- Listening for Details
- LIstening for Gist
- Drawing Inferences
- Listening Selectively
- Making Predictions
32
Listening for specific information
Listening for Detail
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Listening to get only the main idea
Listening for Gist
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Listening to fill in gaps and draw conclusions from the message uttered
Drawing Inferences
35
Listening only to specific parts of the input
Listening Selectively
36
Listening to create anticipations before and while listening
Make Predictions
37
Listening Process
- Bottom-Up Listening
- Top-Down Processing
- Parallel Processing
38
- 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
Bottom-up Listening
39
- Assumption is that learners must learn how to apply their schema or background knowledge to facilitate comprehension
- idea to source
Top-Down Processing
40
It is now common knowledge that processing occurs at the same time (bottom-up and top-down)
Parallel Processing
41
Factors Affecting Listening
- Knowledge of the Language System
- Background Knowledge
- Knowledge of Situation and Context
42
A learner would find difficulties or ease when listening if he/she is aware of the linguistic system of the language being used
Knowledge of the Language System (language)
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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
Background Knowledge (topic)
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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.
Knowledge of Situations and Context (inside jokes)
45
Types of Listening
- Appreciative
- Critical
- Informative
- Therapeutic
- Transactional
- Ethical
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Listening for enjoyment
Appreciative
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Listening to evaluate or scrutinize what is being said
Critical (judge)
48
Listening to learn something
Informative
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Listening to support others but not to judge them
Therapeutic
50
Listening for business purposes
Transactional
51
Honest listening
Ethical
52
Types of Classroom Listening
- Reactive/Imitative
- Intensive
- Responsive
- Selective
- Extensive
- Interactive
53
Repeating back to speaker; tape recorder; pronunciation
Reactive/Imitative
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bottom-up; focus on components (phonemes, words, intonation, discourse markers, etc.) of discourse
Intensive (grammar listening)
55
Designed to elicit immediate response
Responsive (listen because of the question)
56
Find key information from distracting details
Selective
57
Invoke other interactive skills (note taking, discussion, etc.)
Extensive
58
Includes all those five (debates, conversations, group work)
Interactive (authentic listening)
59
- 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
Nature of Speaking
60
The most relevant features of pronunciation—stress, rhythm, and intonation— are given high priority instead of the role of articulation within words.
Teaching Pronunciation
61
Pronunciation Factors
- native language
- age
- exposure
- innate phonetic ability
- identity and language ego
- motivation
62
- Most influential factor affecting a learner's pronunciation
- affects L2
Native Language
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Children under the age of puberty stand an excellent chance of sounding like a native if they have continued exposure in authentic contexts
Age
64
Quality and intensity of exposure are more important than mere length of time
Exposure
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Ear for language (you easily get the language)
Innate Phonetic Ability
66
One's attitude toward speakers of the target language and the extent to which the language ego identifies with those speakers
Identity and Language Ego (tension, anxieties)
67
The intrinsic motivation is the strongest factor that would affect the learners
Motivation
68
The ability to use correct, clear, articulate, grammatically and phonologically correct rules of language.
Accuracy
69
The natural, smooth, and flowing use of the language.
Fluency
70
- Clustering (chunking)
- Reduced Form
- Performance Variable
- Colloquial Languages
- Rate of Delivery
- Stress, Rhythm, and Intonation
- Interaction
Difficulties in Speaking
71
Some learners don't know when to pause; they should be trained that speaking has thought units or "breath groups"
Clustering (chunking)
72
Some learners do not know how to make contractions, reduce vowels, shortened statements, etc.
Reduced Form
73
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
Performance Variables
74
Some learners find it difficult to use correct words, idioms, and phrases that are appropriate for a particular speech act
Colloquial Language
75
Some learners are either too slow or too fast; they should be trained on how to deliver at an "acceptable speed"
Rate of Delivery
76
If learners would not have any avenue to interact, then learning how to speak would be difficult, if not possible
Interaction
77
- Talk as Transaction
- Talk as Performance
- Talk as Interaction
Functions of Speaking
78
- for business
- ex. Ordering food from a menu in a restaurant, asking someone for directions
Talk as Transaction
79
- classroom — for evaluation
- ex. giving a class report about a school trip, making a sales presentation
Talk as Performance
80
- normal talk
- model talk
- ex. Making a small talk, reacting to what others say, opening and closing conversations
Talk as Interaction
81
Presentation
Practice
Production
(PrePraPro)
Stage in Speaking
82
- Teacher: informant
- Student: Listen and try to understand
— minimal for student participation
Presentation
83
- Teacher: Facilitator
- Student: Do the Talking
— meaningful authentic
Practice
84
Teacher: Manager/Adviser
Student: Speak for themselves
— free use as needed (Teacher)
Production
85
- Schema Activation
- Vocabulary Development
- Comprehension Development
Teaching Reading
86
For learners to understand a "new" text, he/she should be able to connect this to previous knowledge or schemata
Schema Activation
87
One way of activating schemata is
Previewing
88
The skill of checking a reading material before actually reading it. — knowing the author, summary, genre, etc.
Previewing
89
A reading lesson should inevitably develop vocabulary strategies or what some writers call "word-attack skills"
Vocabulary Development
90
- High Frequency Word
- Academic Word
- Technical Word
- Literary Word
Types of Vocabulary Development
91
Words that are usually encountered, repeated in the text
High Frequency Words
92
Words that are used with the content area (jargons)
Academic Words
93
Words that may have a different meaning in a certain discipline (register)
Technical Words
94
Those words which are commonly used in literature (simile, metaphor, etc.)
Literary Words
95
3 Tiers of Vocabulary Development
- Tier 1, Tier 2, Tier 3
96
Consists of the most basic words — do not have multiple meanings (the child knows the word)
ex. Book, girl, sad, run, dog
Tier 1
97
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
Tier 2
98
Low frequency words that occur in specific domains — subjects in school, hobbies, occupations (jargons)
ex. Isotope, asphalt
Tier 3
99
- Literal Reading
- Inferential/Interpretative Reading
- Critical/Evaluative Reading
Types of Reading Comprehension Skill
100
- factual (recall character, setting, or time details, action, event, list sequence)
- read the lines (Purely Reading)
Literal Reading
101
- inferential — answers to these questions may be implied (address motive or a character)
- interpret theme, main idea, summarize (read between the lines)
Inferential/Interpretive Reading
102
- 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)
Critical/Evaluative Reading
103
Phases in a Reading Lesson
- Pre-Reading
- While Reading
- Post-Reading
104
- 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
Pre- Reading (teacher)
105
- The main activity or lesson or text is presented.
- presents the text to be read (identify topic sentence, distinguish between general and specific ideas)
While Reading (student)
106
- closure
- understanding of the text may be evaluated or linked to other language activities ( creative discussions, follow up writing exercise)
Post- Reading (the teacher leave the classroom)
107
Main Aspects in Writing
- Purpose/Objective
- Audience
- Function
108
Am I writing with a specific purpose? Or why am I writing?
Purpose/Objective
109
Who is going to read? Or for whom am I writing?
Audience
110
Am I going to write a report, a letter, or just a write up?
Function
111
Nature of Teaching Writing
- Permanence
- Production Time
- Distance
- Orthography
- Complexity
- Vocabulary
- Formality
112
- timeless
- unlike oral language, written language is permanent and can be read and reread as often as one likes
Permanence
113
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
Production Time
114
The writer and the reader are usually away from each other in both time and space
Distance
115
The written texts have a limited amount of information, unlike oral speech (e.g intonation l, stress, pitch volume, junctures, etc.
Orthography
116
The written language is usually composed of longer clauses and subordinators, while spoken language is usually short
Complexity
117
Writers will learn to take advantage of the richness of English vocabulary
Vocabulary
118
Writing is more formal and more binding than spoken
Formality
119
Types of Classroom Writing Performance
- imitative or Writing Down
- intensive or controlled writing
- self-writing
- display writing
- real writing
120
- 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)
Imitative or Writing Down
121
Types of Intensive or Controlled Writing (Grammar)
- Controlled Writing
- Guided Writing
- Dicto-comp
122
The writer may be asked to change all the present verbs to past
Controlled Writing
123
- The teacher might get the students to tell a story just viewed on a video tape by asking them a series of questions
Guided Writing
124
Dictate+compose
Dicto-comp
125
Writing with the only self in mind as the audience
Self-Writing (Diary)
126
For the purpose of later recall
Notetaking
127
Students write thoughts, feelings, and reactions in a journal and an instructor reads and responds (two audiences)
Dialogue Journals
128
- short answer exercises, essay examination, research reports
- for the development of the academic writing skills
Display writing (for submission)
129
Aims at genuine communication of messages to an audience in need of those messages
- Academic
- Vocational/technical-real business letters, actual forms
Real Writing (outside the classroom)
130
Approaches in Teaching Writing
- controlled - free approach
- free writing approach
- paragraph-patterned approach
- process approach
- product approach
131
- This aims to reinforce grammar patterns, use correct syntax, punctuation, orthography, etc.
- emphasis on accuracy — no room for mistakes
Controlled-free approach
132
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
Free Writing Apporach
133
This approach focuses on the analysis of the different paragraph patterns, and later on the imitation of these patterns to form paragraphs.
Paragraph-Patterned Approach
134
In this approach, the emphasis is on the writing process
Process Approach
135
This is more concerned with the end result of the learning process. — views writing as a linear process.
Mastery of language before output
Product Approach
