Nation And Newton Flashcards
Chapter 1
A well balance language course should include 4 strands
Chapter 2
Content of a language course vary according to the age, purpose of learning, educational background.
To approach the teaching and learning process there are 5 effective principles M- meaning I- interest N- new language U understanding S-stress free
- Focusing on meaning focused relavent language
- not too much on grammatical explanations (beginners) - Arousing the enthusiasm of learners.
Through activities, layout, props, games - Avoid overwhelming learners with new language
Set phrases, greetings, vocabulary, - Providing comprehensible input
First approach through listening
Speaking might not be the best idea. - Keeping the classroom friendly.
How to teach beginners (listening and speaking)
- memorizing useful phrases and sentences
- guiding listening
- Practicing sentence
Spaced recall - cards with word in TL on one side and leaning in the L1 on the other
What is it activity- listening
Stage 1 2 3 questions - speaking
Odd one out games -speaking
Substitution tables (sentence practice)
20 questions
Chapter 3
50% time is spent for listening in a language course
Gary and Gary 1981 , why should listening should be taught first and speaking should be delayed
- reduces stress
- not over loaded by skills
- independent learning
- speed coverage
A comprehension approach to listening is not enough for listening should not only ensure grasping language but also producing language.
For listening to be effective, it should be meaning focused
Activities - Story telling What is it Oral cloze senteces Picture ordering Listen and choose Padded questions
Information transfer activities can be highly effective.
Activities that requires the reproduction of the message in new form.
Listen and draw, listen and speak, listen and write activities.
Teacher can often support the listening process
- by providing prior knowledge
- guiding learners through the process through activities
- through peer, collaborative work
Rubin 1994 - listening strategies can be used to improve comprehension
Two types of strategies
Communication strategies: assist comprehension
Listening for key words, making predictions, listening selectively
Learning strategies : to notice language form
Chapter 4
Learning through dictation
A paragraph consisting 100 150 words
Provides spoken input for learners, there listen to whats being said, store it in their working memory and write it down
Process
Teacher first reads
Reads again while pausing every 5- 7 words for yhe students to write down
T reads again without pausing at every phrase but sentence, students write them down.
Te dictation text not include words that the students have not learned.
Types of dictation
1Running dictation - a word list is displayed outside the classroom.
Students work in pairs or groups. One becomes the runner and the other writer.
2One chance dictation - when the students make few mistakes, the teacher will only read the text once
3Peer dictation
4Unexploded dictation- t records a text at a suitable speed. Ss listen to it and make a transcription.
5Completion dictation
Other techniques
Delayed repetition
Delayed copying
Read and look up
Dictogloss- learners listen to a short text read twice. They make notes and in pair, construct a new written form of it using the notes
Chapter 5
Why is pronunciation important
- without knowing how to pronounce language accurately. Its difficult for language to sustain in the long term memory.
Factors that affect pronunciation
*Age: Patkowski 1990 says that there is a relationship between the age at which a language is learnt and the degree of foreign accent Before age 6 little accent or no accent Between 7 and 11 a slight accent After 12 always an accent Doesn’t apply to everyone
There are certain physical changes in brain as a result of age that affect learning new sounds.
When learners have learnt a native language for a longer period that increasingly affects the learning of new sounds.
The older a learner gets the more protective they become of their personality. Hesitation to use new sounds
*first language
Hammerly 1982
How the difficulty occurs
Second lan has an allomorph that s not in the 1st
1st language has an allomorph thats now in the 2nd
2nd lan has phonemes that are not in the 1st
First lan phonemes in new positions
How to teach pronunciation.
Articulation of new sounds
Stress and intonation
How to teach articulation of new sounds
Through identifying, distinguishing and producing activity
T can show how certain words are pronounced.
Showing the position of lips tongue and teeth
The activities t can use
Dont be tricked
T writes words on the blackboard and pronounces them, sometimes wrong the Ss should point out when the sounds are wrong
Keep up
T writes words on the board with little difference. T says the words students point out
Multiple choice sounds
A list of words are given t says a words students have to select the word from the list according to the sound.
Triplets t says three sounds like pa pa fa students have to guess the what were the similar sounds.
(Identification. And distinguishing happens through this)
Producing sounds
Drills-
Students produce words t says if they are similar or different.
Techniques to teach stress
Tapping, humming, whistling the stress patterns .
Chapter 6
Language learning can also be triggered by interaction that provides opportunities to learn through negotiation.
Activities that incorporate negotiation
Split information activities
Similar or different: students work in pairs each are given a list of pictures. Some pictures different. They describe the picture to each other and see if they are similar or not.
Problem solving activities
Ranking activities
Students are given a list if things to rank them according there importance.
First do it individually the they discuss as a group and come to a conclusion
Complete the map
Students are given a map to complete
Each student is given information the other is not given. They have to discuss and come to a conclusion.
Modify sentences
Students are given controversial statements.
Work in groups and rearrange them according to their agreement.
Other. Activities that give rise to negotiation
Listen and draw
Teacher gives commands for students to draw a picture.
Controlling the teacher
Students should be first given the following sentences
Speak more slowly
Repeat the last word could you please tell the meaning of this
First read the text and ask students to ask questions like above
Chapter 7
Learning through pushed output
The receptive knowledge does not automatically transfer into productive usage.
The learner should be pushed to produce language
Learners should be given a range of topics, across a range if text types to produce output
They should be given rime to plan their task, reinforces with the necessary support, should be awarded plenty of of time and should be a standard to achieve.
Helping students in informal speaking
Can be challenging to teach how to speak informally as it is
Complex and takes place under the control of unspoken rules.
Strategies to use.
Q- SA +EI
Repeated tasks
Preparing - through journalling
Getting students to memorize conversational routines
To approach formal speaking Taking into account the goals and the audience Gathering ideas Organizing ideas Making set of notes Presenting and monitoring.
Chapter 8
Language focused learning
Direct acquisition
Speed up the acquisition process.
Language production
Deliberate vocabulary learning.
Spaced recall, meaning in context, guessing activities
Deliberate grammar learning
Through exercises- to teach grammar rules
Consciousness raising activities
Feedback
Consciousness raising activities. Develop explicit understanding about how a grammatical construction works. Activities Underlining examples of items Constructing a rule given by examples. Classifying examples into categories.
Language focused correction
Error correction
George (1972)
The mistakes learners make should be listed
Choosing a limited number of mistakes for correction
Carefully study the causes of the mistakes
Find ways to correct them.
Johnson (1988) to overcome a mistake the following should happen As the learners contribution
- the desire to overcome the mistake
- internal representation of the correct form
- opportunity to practice it
- ability to know a mistake has been made
Hendrickson (1978) Providing immediate feedback -Saying what when an error is made Repeating the correct form Providing a written note Giving a lesson time to explain errors Practicing the correct form
Chapter 9
Schmidts (1992)
The processing of language in real time
Fluency development listening activities Name it We use it for brushing Asking questions Peer talk Preparing talk Impromptu talking
Develop speaking :
4/3/2 tecnique
Best recording
Learner speaking to a tape. Re records
