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SLT > PPT 2 > Flashcards

PPT 2 Flashcards

1
Q

What is the date of Anthony’s model?

A

1963

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2
Q

What are the 3 aspects of Anthony’s model?

A
  1. Approach
  2. Method
  3. Technique
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3
Q

How is define the Approach in Anthony’s model?

A

It is a set of correlative assumptions and beliefs about the nature of language teaching and learning. Axiomatic

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4
Q

What does Axiomatic means?

A

FIND OUT

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5
Q

How is define the Method in Anthony’s model?

A

An overall plan for orderly presentation of language material, based on the approach.
Choices are made about the content, skills and the order of presentation. Procedural

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6
Q

How is define the Techniques in Anthony’s model?

A

What actually takes place in a classroom in order to accomplish the objectives; classroom procedures; implementation

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7
Q

How is made the arrangement in Anthony’s model?

A

It is hierarchical.

The techniques to carry out a given method is consistent with the approach

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8
Q

What does this model help to distinguish?

A

Different degree of abstraction and specificity.

Moves from a general and abstract level (approach) to a specific and concrete level (technique)

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9
Q

What are the advantages of Anthony’s Model ?

A

Simplicity and comprehensiveness is showing the relationship between the theoretical principles and the practices derived from them.

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10
Q

What are the disadvantages of Anthony’s Model?

A

Insufficient attention to:

  1. The nature of the method
  2. The roles of the teachers and learners
  3. The role and form of the instructional material
  4. How an approach can be realized in a method; how the two are related
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11
Q

What is the date of Mackey’s model?

A

1965

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12
Q

What are the two levels of Mackey’s model?

A
  1. Method

2. Technique

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13
Q

On what is based Mackey’s model?

A
  1. Selection
  2. Gradation
  3. Presentation
  4. Repetition
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14
Q

What are the failure of Mackey’s Model?

A
  1. More of a textbook analysis than a teaching analysis
  2. Lacking the approach level
  3. Do not deal with the actual classroom behaviors of teachers and learners (text-based analysis, not classroom-based analysis)
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15
Q

What are the three categories of Anthony’s Revised Model?

A
  1. Approach
  2. Design
  3. Procedure
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16
Q

What defines the Approach category of Anthony’s Revised Model?

A

A: A theory of the nature of the language (the philosophy or the belief of a method)
B: A theory of the nature of the language learning (Cognitive, personal, interpersonal and social processes in 2nd lg learning)

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17
Q

What defines the Design category of Anthony’s Revised Model?

A

A: The objectives of the method
B: Syllabus model (lg content selection and organisation)
C: Activities (learning tasks and teaching activities)
D: Learners roles
E: Teachers roles
F: Role of the instructional material

18
Q

What defines the Procedures category of Anthony’s Revised Model?

A

Classroom techniques, practices and behaviors in classroom

19
Q

What characterizes the Cognitive Model?

A
  1. Language shows the properties of the mind:
    - Mind is a computer having input, process and output
    - Representationalism: Storing internal representation of eternal events
    - Learning as abstract knowledge acquisition: Abstracting rules of competence that underlies linguistic performances (Chomsky)
  2. Chomsky’s Universal Grammar(UG) (the 1980’s): Principles and parameters
  3. Grammart Translation Method
  4. Cognitive Code Approach
  5. Silent Way
20
Q

What characterizes the Structural Model?

A
  1. Language is a system of naturally structured elements for the coding of meaning
  2. Different elements to the system
  3. Audiolingual Method
  4. Situational Language Teaching
  5. Total Physical Response
21
Q

What are the different elements of the system evoke in the Structural Model?

A
  1. Phonological units (Phoneme)
  2. Grammatical units (Clauses, phrases, sentences)
  3. Grammatical operations (adding, shifting, joining, transforming elements)
  4. Lexical items (Function/structure words)
22
Q

What defines the Functional Model?

A
  1. Language is seen as a vehicle of expression of functional meanings and allows real-world activities
    Related to the concept of communicative competence.
  2. More emphasis on the semantic and communicative dimension of language rather than grammatical aspects
  3. Communicative Language Teaching
  4. English for Specific Purpose
  5. Competency-Based Language Teaching
23
Q

What defines the Interactional Model?

A
  1. Language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals and a tool for creation and maintenance of social relations
  2. Based on 2nd lg acquisition, interaction analysis and conversation analysis, etc.
  3. Task-based Language Teaching
24
Q

What defines the Sociocultural Model?

A
  1. Language is seen as a communicative activity in which social context is central
  2. Knowledge is socially constructed through social interaction and reflects the learner’s culture, customs, beliefs, etc.
  3. Task-Based Language Teaching
  4. Content-Based instruction
  5. Cooperative Language Teaching
25
Q

What is a Genre?

A

An area of human activity where there are norms of language usage, such as science, business, literature (text-type)

26
Q

What defines the Genre Model?

A
  1. Genre
  2. Texts are units of discours occurring in different genres, such as narratives, descriptions, and explanations.
  3. Main concepts
  4. Task-Based instruction
  5. Content-Based Instruction
  6. English for Specific Purpose and EAP???
27
Q

What are the main concepts of the Genre Model?

A
  1. Language is a ressource for making meaning
  2. Resource of language consists of a set of interrelated system
  3. Language users draw on this ressource each time they use language
  4. Language users create text to create meaning
  5. Text are shaped by the social context in which they are used
  6. Social context is shaped by people using language
28
Q

On what is based the Lexical Model?

A
  1. On the role of lexis and lexical chunks or phrase in language and the interrelatedness of grammar and vocabulary.
  2. Corpus studies
29
Q

What approach is taken in the Lexical Model?

A

The lexical approach.

30
Q

What type of instruction is given with the Lexical Model?

A

Content-Based instruction.

31
Q

In the Behaviourist theory of language learning, how is seen the language?

A

As a process in which specific specific behaviors are acquired in response to specific stimuli based on positive or negative reinforcement.

32
Q

In the Behaviourist theory of language learning, what does language involve?

A

Habit formation through repetition and reinforcement.

33
Q

In the Behaviourist theory of language learning, what is done to minimize mistakes?

A

Extensive drilling and repetition exercises.

34
Q

Which method is included in the Behaviorist theory of language learning ?

A

Audiolingual method.

35
Q

How is seen the Cognitivist-code learning theory of language learning?

A

As an alternative to behaviorism.

36
Q

In the Cognitive-code learning, how is seen the language?

A

As a cognitive process through deductive and inductive learning and meaningful practice.

37
Q

What method/techniques are included in Cognitive-code learning?

A
  1. PPP (Presentation-practice-production) in Situational Language Learning
  2. Silent way
38
Q

How is seen the language in the Creative-construction hypothesis?

A

As a creative process that is common among all learners regardless of their language background.
Not as a reproducing input.

39
Q

How are seen errors in the Creative-construction hypothesis?

A

As a sign of learning.

40
Q

What method is included in the creative-construction hypothesis?

A
  1. Communicative language learning

2. Task-based language learning

41
Q

How skill learning is seen in the theory of language learning?

A

As integrated sets of behaviors learned through practice, made of components that can be learned separately or together

42
Q

How language is seen in skill learning?

A

As the development from controlled (consciously directed by the learner) to automatic (conscious attention not required) processing over time.

SLT (5 decks)

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