Planning Learning

Question 1

Syllabus

Grammatical Syllabus

• Learning arranged by ______ ______organized in ______ ______ (e.g. tenses, nouns, adjectives)
• Language is artificially ______ ______ to make it possible to practice ______ ______ ______ at once. _____ -_____ and ______ approaches both use a grammatical syllabus, although they disagree on how learning takes place

Answer 1

• Learning arranged by grammatical categories organized in increasing complexity (e.g. tenses, nouns, adjectives)
• Language is artificially broken down to make it possible to practice one grammatical construction at once. Grammar-Translation and Behaviorist approaches both use a grammatical syllabus, although they disagree on how learning takes place

Question 2

Syllabus

Functional-Notional Syllabus
* Learning arranged by ______ ______ (e.g. ______ , ______ , ______ ) in ______ ______ (e.g. ______ ) supplemented by ______ (e.g. ______ , ______ , ______ )
* Focus on ______ ______ ; ______ ______ ______ may serve ______ ______ . Associated with ______ ______ ______

Answer 2

Learning arranged by language functions (e.g. asking, promising, commanding) in particular settings (e.g. restaurants) supplemented by notions (e.g. time, number, position)
Focus on whole language; several grammar structures may serve one function. Associated with Communicative Language Teaching

Question 3

Syllabus

Content-Based Instruction
* The language is used as a ______ through which to learn ______ ______ , so that the language is ______ as ______ - ______ of focusing on the ______ ______ , e.g. ______ ______ ______ ______ ______ ______ a ______ ______ in ______ .
* Focus on ______ ______ and ______ ; support materials would ______ ______ ______

Answer 3

• The language is used as a medium through which to learn other content, so that the language is acquired as a by-product of focusing on the content communicated, e.g. if first year science courses had a section taught in Spanish.
• Focus on whole language and communication; support materials would support grammar learning

Question 4

Syllabus

Theme-Based Instruction
* The syllabus is organized around a set of content themes within which language is learned, e.g. the first part of a semester might focus on immigration or popular music and use those as organizers within which to cluster language functions and structures.
* Focus on whole language and communication; more opportunities to focus at times on language learning itself than in CBI.

Answer 4

• The syllabus is organized around a set of content themes within which language is learned, e.g. the first part of a semester might focus on immigration or popular music and use those as organizers within which to cluster language functions and structures.
• Focus on whole language and communication; more opportunities to focus at times on language learning itself than in CBI.

Question 5

Syllabus

Taks-based instruction

*Learning is oriented to the ______ of certain ______ ______ ______ (e.g. ______ ______ ______ ______ a ______ ______ ); ______ works ______ from these to ______ ______ (e.g. ______ ______ ______ ______ ______ ) which can be broken down further into ______ ______ , ______ and ______ v (e.g. ______ v). This goes well with a functional-notional emphasis but could include grammatical work.

Answer 5

*Learning is oriented to the achievement of certain “real-world” target tasks (e.g. being able to get a job overseas); planning works back from these to component tasks (e.g. being able to write a letter) which can be broken down further into language functions, structures and skills needed (e.g. appropriate greetings). This goes well with a functional-notional emphasis but could include grammatical work.

Question 6

Syllabus

Student autonomy

Some ______ and ______ approaches give ______ ______ to the student to ______ the ______ of ______ , the ______ of ______ ______ to them, and therefore the ______ ______ needed at any given moment. ______ ______ ______ is an extreme example; more commonly choices are offered within a loose framework that still operates under a broad plan. This tends to go with a whole language emphasis, and with an emphasis more on acquisition than learning.

Answer 6

Some humanistic and communicative approaches give maximal freedom to the student to choose the topics of conversation, the length of time applied to them, and therefore the linguistic items needed at any given moment. Community Language Learning is an extreme example; more commonly choices are offered within a loose framework that still operates under a broad plan. This tends to go with a whole language emphasis, and with an emphasis more on acquisition than learning.
Student autonomy

Question 7

Syllabus

Controlled voaculary

Both ______ ______ ______ and ______ work from the idea that there is a ______ ______ ______ (usually 2,000 words or less) that enables ______ ______ ______ in the target language, and that ______ should be based on ______ this ______ ______ This is ______ to varying degrees with all the preceding options except student autonomy.

Answer 7

Both Communicative Language Teaching and TPRS work from the idea that there is a small core vocabulary (usually 2,000 words or less) that enables basic functional fluency in the target language, and that planning should be based on achieving this vocabulary first. This is compatible to varying degrees with all the preceding options except student autonomy.

Question 8

Item learning

The part of language learning that takes place when you ______ , for instance, a ______ of ______ ______ - ______ the number of i ______ ______ ______ that you know.

Answer 8

The part of language learning that takes place when you learn, for instance, a list of vocabulary words - increasing the number of individual language items that you know.